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About Google Book Search Google's mission is to organize the world's information and to make it universally accessible and useful. Google Book Search helps readers discover the world's books while helping authors and publishers reach new audiences. You can search through the full text of this book on the web at|http : //books . google . com/ HARVARD UNIVERSITY LIBRARY OF THE GRADUATE SCHOOL OF EDUCATION j ^ f l m i I )X-i : THE ! OHIO SCHOOL JOUBNAL, EDITED BY ASA D. LORD, M.D vol.. I. CLEVELAND: YOUNGLOVE'S STEAM PRESS. 1846. THE Si^.-p-.-r OHIO SCHOOL JOimiAL, FOR 1846. EDITED BY ASA D. LORD, M. D., PllINCIPAL OP WESTERN RESERVE TEACHERS' SEUINART. VOL. I. EIRTLAND, LAKE CO., OHIO. CLEVELAND: YOUNGLOVE'S STEAM PRESS. 1316. £cU¥*^- ,* Vi INDfil TO THE CONTENTS OF THE JOURNAL. BuDard, Hon. H. riait of to Ohio, 38, 83. Books, Notices of, 16, 32, 48, 64. Bushoell, ReT. H. Extract from a diBCOurse by, 39. Common School Society, State, 81. Common Schools, Necessity of, by Sam'l Lewis, 59, — . of New York, 69. Common School System of Ohio, Sketch of, 3. Its excellences, 3 " Its defects, 4. ^ Importance of the system to the State, 17. — Mode of remedying its defects, 18. DirectoiB, School, Responsibilities of, 49. Duties of Parents in relation to Schools, 9. " andTeacher8,30,41 ■* of School Directors, 50, 90. EditoiB in Ohio, To, 33. Edacatioa, Com. School, by W. L. Per- kins, 61. — The Taloe of, by C. E. Stowe, D. D. 74 -Universal, 1,5; 11,20; 111,34. — In Ohio, 32, 33. — Imporunce of to people of Ohio, 56. — Objects of, by A. Picket, Sen., 60 Edocated men, not necessarily graduates, 39. — Minds, Responsibility of, 40. ^ Educational Documents, 63. *• Periodicals, List of, 53. Enex Co. Constellation^ 53, 72. Examlnen, School, Duties of &c., 51 Fanners^ Institutes, 29. Httll, Rey. L Extract from Sermon by, 77. hMimtes Teachers', I, 7 ; II, 22 ; 111,36 « InOhio,39,63,79, 93. " Farmers', 29. bfltniction to Teachers, where giyen» 38 Joeelyn, Edwin, Extract from Essay by, 9, Journal of R. I. Institute of Instractioii, 71 Library^ Teachen*, Books suitable for.39. Location of School Houses, 75. Maine, Board of Education, 80. Mann, Hon. H. Extracts from Reports of, 23, 68, 73. Miami University, action of Trustees d, 80. Modes by which Teachers eaa imprava themselves, 76. Normal Schools of Mass., 80. Objects of the Ohio School Journal, 9. Officers, School, Reports from SU,, 65. Page, D. P., Extracts from Addresses by « 30, 41. Parents, Duties of, 9, 30, 41. Periodicals devoted to Education, 53, 95. Prospectus of the Journal, Vol. I, 1. Queries, from the Student and Yoang Tutor,72. Report of Sup. of Com. Schools tor 1845, 56. Responsibilities of School Difectota, 49. Russia, Education in, 21. State Common School Society, 81. Statistics, Educational, 15,54, 55. Stowe, C. E. Extract from Address by,74. Student and Young Tutor, noticed, 53, quoted, 72. Teacher's Advocate, noticed ,53, quoted ,69 " of Com. Schools, Remarks to, 59. " Institutes, 7, 22, 36, 39, 63, 79, 93. " Library, Books for, 39. " Mis8ion,I,55; 11,66; III. 85. " Profession, Remarks on, 69. Universal Education, 1, 5 ; II, 20 ; HI, 34. Value of Education, by C £. Stowe, Ik D., 74. Why have Common Schools i I ed so little? 87. ERRATA. ^ P^e 5, second paragraph, tenA line, for " thirty-four-thirty-fifths/' read • tkirty-six-thirty-sevenths." Page 28, last line, for " other," read " the." Page 49, first line, for "Uie Boards of this State," read " the Boards of School BiRctora in this State." Fourth paragraph, first line, before " They," insert " 1." Same paragraph, third line, for " and," read " add." Page 58, first paragreph, Isst line, for ** prematurely," read " permanendy." Page 6a» third paregnph, fiist line, after " is," insert " no." HARVARD UNIVERSITY UBRARY OF THE GRADUATE SCHOOL OF EDUCATION r ^- 1 jLv^.l : THE OHIO SCHOOL JOURNAL, EDITED BY ASA D. LORD, M, D TOIi. I. CLEVELAND: YOUNGLOVE'S STEAM PRESS. 1846. THE Z.c.-^J>..,.^ OHIO SCHOOL JOURFAL, FOR 1846. EDITED BY ASA D. LORD, M. D., PfilNCIPAL OP WESTERN RESERVE TEACHERS' SEMINARY. VOL. I. EIRTLAND, LAKE CO., OHIO. CLEVELAND: YOUNGLOVE'S STEAM PRESS. 1916. 8 Ohio School Journal, of teachers of common schools. By the advice of Gen. Dix, then Su- perintendent of Common Schools, 8 Academies (one in each of the State Senate Districts,) were selected for the purpose, and furnished with the necessary apparatus, and in 1841, the number of these Insti- tutions was increased to 23. Each of them was required to sustain a department expressly for the instruction of teachers, six months in each year. But, notwithstanding this liberality on the part of the State, it appears from the Report of the Superintendent, that in 1842, in these twenty-three institutions, sustained at an expense to the State of 89,700 per annum, only about 600 pupils were educated for teach- ing, while the eleven thousand School Districts in the State were in pressing need of competent instructors I Under these circumstances, the friends of education were led to look for some means which might exert a direct and favorable influence upon the character and qualifications of those employed to teach, in the Pall of 1842, Mr. J as. S. Denman, the intelligent and efficient Superintendent of Schools for Tompkins county, having become sat- isfied that the greatest deficiency on the part of teachers was the want of the ability to teach, that they knew better what to teach, than how to teach it ; and. that the greatest defect in the school system, was tJie want of a uniform course of instruction ; recommended to the teachers of that county to organize a ** Teachers' Institute," i. e. to assemble and hold a session of two weeks or more, once or twice in each year, for the purpose of a review of the branches they were expected to teach, and of receiving instruction in those branches from experienced and successful teachers ; of comparing their own methods of teaching with those of others, and adopting an eclectic, and as far as possible, a uniform mode of instruction to be introduced into all their schools. — In accordance with this suggestion, in the month of April, 1843, one hundred teachers assembled at Ithica ; they were instructed by the Superintendent himself, by the Hon. Sal^m Town, A. M., and others; this was the first " Teachers' Institute." The Teachers of Tompkins county held another session during the Fall of the same year, and some few other Institutes were attended in 1843. In the year 1844 they were held in nearly half the counties in the Stale, and more than 2000 Teachers were profiited by the instruction given, and by the experience of their fellow Teachers, and were cheered by their sympathy, and encouraged to higher aspirations and to nobler efforts for usefulness in their high calling. In 1845, more than thirty Institutes were attended in New York, in which some 3000 Teachers were instructed ; two in Ohio — one at Sandusky City, where 100 assembled, and one in Geauga county, at- tended by 140; four in Massachusetts, under the direction of Hon. Horace Mann, Secretary of the Board of Education; and four in Rhode Island, conducted by Hon. H. Barnard, State Commissioner of Schools. During the present year, several have been attended in New York, one at least in Vermont, one in New Hampshire, and one in Geauga county, Ohio, at which 200 assembled. Duties of Parents. DUTIES OF PARENTS IN RELATION TO THEIR SCHOOLS. From an Eaeay, (which received a prize of (100,00,) written by Edwin Jocelyn, Frineipal of the Saltotutall School, Salem, Mms. 1. PARENTS SHOULD SEE THAT COMFORTABLE, CONVENIENT AND AT- TRACTIVE SCHOOL HOUSES ARE PROVIDED. This is generally done, in a manner^ — for the law of the land looks to it; — ^if it did not, I believe that the omissions would be many. But the school-rooms should be comfortable, convenient, and attractive. A great reformation and improvement have taken place in this Com- monwealth, in this particular, within a few years ; — ^yet there are roany buildings, yet found here and there, which are used for the purpose, that deserve not the name of school-houses ; and are a dis- grace to the sacred cause of Popular Education, and to those who suBer their existence. Children will not, likely, be attracted to school, if there they are to encounter the pains of cold, and uncomfortable sittings, when they can shun these sufierings by active sports in the unconfined atmosphere of heaven. No wonder that they often prefer arduous bodily labor, to attendance at school. An individual from the interior, — one much interested in the ad- vancement of the cause of education, — has informed me, that in coun- try towns, a repair or improvement of the school-house^ often experi- ences more opposition than that of any other improvement of a pub- lic nature. Substantial farmers will often strenuously oppose even the repairing of an old, dilapidated school-house. '* They went to :»chool in it when it was not much better than it now is ; — if it was good enough for them, it is good enough for the children of the present day." Men who acknowledge the importance, and have the pride of a commodious, comfortable and convenient barn and piggery, or even a dog'kennel, — will often show indifierence to the condition of the school-house in their district. '* Let me see the school-hou.se of a district, first," says an intelli- gent and philanthropic traveller, " and I can with great certainty in- fer the character of the people. This is almost an unerring index of the character of the population, — more so than the church-building is. In riding through the country, if I come upon a neat, commodious school-house, with its ample enclosure, &c., all in keeping, I am cer- tain to find around it, or near it, the thriving village of painted houses, well cultivated farms and substantial farm-houses, and an industrious and intelligent population. On the other hand, if I stumble upon a miserable little shanty-like buildtng, pushed away in some secluded and repulsive spot, like a pest-house or small pox hospital, — within the 10 Ohio School Jouritah confines of the highway, — no good enclosure, — weather-beaten and weather-colored, glass broken, — &c. &c, all in keeping ; — ^I wish not to make farther observation — no inquiry as to the character of the people. I am sure to find near, bushy farms, broken fences, wretch- ed farm-buildings, miserable, and misery-making grog-shops, a dirty, filthy country tavern, with ragged loungers in and about it, &c &c. all in keeping.'' 2. PARENTS SHOULD SEE THAT A GOOD TEACHER IS EMPLOYED. A foor teacher, — ^and they can always be found, at yonr own price — is undeniably worse, often, than no teacher at all. There are ex- isting difficulties, I know, in the circumstances of the case, in obtain- ing the necessary number of well educated and experienced teachers for the winter schools of our towns. Preparation at a good normal school will do much to qualify for teaching ; yet, after all, experience seems almost indispensable. Pay teachers well for their services, and you hold out an inducement to direct and thorough preparation. Pay well, — and, in this matter, as in others in life, the supply will come up to the demand. Not only should parents take all wise, precautionary measures to obtain the services of a good instructor, — but after his services are secured, they have much to do to keep him a good teacher, — to make him a better one. i5. PARENTS SHOULD VISIT OFTEN THE SCHOOL WHERE THEIR CHILDREN ATTEND. It is a prevalent, but mistaken opinion, that teachers, generally, are averse to such visits. Were they very general and frequent, they would subserve the very best purposes. Let a school get accustomed to frequent, informal visits from parents, and all interested in their success, and they will be looked for and desired. It manifests an in- terest to which they are not generally accustomed, but which is grate- ful and stimulating. It divests the school-room of that exclusive, iso- lated, secreted character, which, to its disadvantage, is too generally attached to it. It dissipates that reserve, timidity and shyness which almost necessarily show themselves upon the appearance of a new, unaccustomed face in a school unused to the visits of parents and others. It banishes that trepidation and fear, that consternation and panic, even, which will sometimes seize upon the teacher as well as scholars^ when visits from those without^ are " few and far between," — regarded not as ^^angels^ visits^^^ but rather those of arch enemies and spies, Teachei-s who have thought much upon the subject, and have had experience in the matter, I believe, with one voice, will de- clare that they would like to have calls of this nature, every hour in the day ; — even not object to the constant presence of interested per- .sons. Duties of Parents. 11 It destroys the dread of an ^^'ixamination,^^ — that period often re- garded with a " fearful looking for," both by teachers and pupils. — They thus become accustomed to examinations, — the very things they constantly need; and the effect is to excite, and give self-possession and confidence to all concerned. So far from hindering the opera- tions of a school, they relieve it of a tedious monotony, and prevent many irregularities which might otherwise occur; — stimulate the scholars to constant well-appearing, and strengthen the teacher's au- thority. Are you a parent, then, — or a school committee-man,— or an indi- vidual not interested directly by either of these relations in the edu- cational advancement of the rising generation, — call often and uu- ceremoniously at the school-room of« your district, and those of others. Say not, that you have not time. Most have time, and to spare, which they can certainly devote to this important subject, — moments and hours which they are often at a loss to employ otherwise, — hours of non-employment, idleness and heaviness, to dispose of which, they have to resort to various expedients of " time killing." Does a cessa- tion of labor or business allow, — does a foul day intervene,-^oe8 a slight indisposition disqualify you for work, — are you passing the school-bouse, ^Mn no particular hurry," — tie your horse at the post, and spend a half hour among the smiling faces of happy child- ren. Say not, that you feel no interest in these things. Vou should feel an interest, — and you can beget it. Make four visits to a well conducted school-room, and my word tor it, you will feel an inclination for a fifth. Say not, thot you are not qualified by education to judge dis- criminately of the work of the school-room. You may not in all cases be qualified to judge of grammatical exercises, &c., but there is much of which all can form an opinion rightly. You can judge of qniet and orderly deportment, of ready and cheerful obedience, of prompt answers, and of cheerful and happy countenances. Pass round the school-room, — address a word of caution, of reprehension. or of commendation and incitement, where your eye will with much certainty see that these appliances arc needed. It will raise you in your own esteem, and in the estimation of the young, — excite and in- spirit the pupils, and strengthen the hands, and give dignity and influ- ence to the master. You could find iime^ — and the interest of curi- osity^ at least, would prompt you to drop into a factory to witness its operations, even if you had not the interest of a stockholder. Can you find no interest, then, in the operations of those mental factories, — ^in every one of which you are a stockholder 1 Are the operations upon dead matter of more general consequence and curiosity than those upon mind? Siatisiics, 15 the events of the past day, and thus mutually preparing each other for future action and usefulness. 7. PARENTS SHOULD SUPPLY THBIR CHILDREN WITH ALL NEEDFUL BOOKS. Parents are prone to be remiss, and even niggard, in regard to this thing. Not, that you are always to comply, without inquiry, with the whims and too often changing plans of teachers and book-pub- lishers. There has been, undoubtedly, much abuse on this score, — uiuiecessary changes and too frequent calls for new text-books, touch- ing ttie best interests of the scholars, ]\uU then, tbeir advancement at school necessarily implies a change of books, and new books im- part a new interest to their studies, and give a new spur to their la- bors. Parents often ungrudgingly incur a free expense to fill, and adorn their bodies, while they stintingly withhold that which is ne- oeasary to furnish their minds. STATISTICS. It is our purpose frequently to present important facts and :;tatislics on the subject of education, in all its bearings, and thus to furnish Teachers and other§ with the strongest and most convincing argu- ments m favor of general education. We wish it to be distinctly un- derstood that there are the most satisfactory reasons for believing that there are now in the Union one million of free white persons over 20 years of age unable to read and write, — that at least one-fifth of these, or 200,000, are voters ! Of this number there are in Ohio by the ealimate of the Secretary of State, 40 or 50,000, 13,000 of whom are voters, — ^and besides these, there are in this State 150,000 children and youth between 4 and 21 years old, entirely illiterate, one- fifth of whom, or 30,000, will in 16 years at most be entitled to all the rights of freemen, and thus is the army of ignorance to be increased rather than diminished. We would not be understood to charge ignorance as a crime in all cases. There have been, there may now be, those who by unavoida- ble circumstances have been prevented from enjoying the means of mental improvement. Against such we would be the last to charge ignorance as a crime. But against those who have grown up in later and more favcred times, who have wilfully neglected the privileges they might freely have enjoyed, we have not words to express our indignation ; we must, at least, regard them as recreant to the highest duties which can be im- posed on them as citizens, — ^to prepare themselves to discharge intplli- gently those important duties, and thus to become an honor, instead of a disgrace, to the community and the state. 16 Ohio School Journal. NOTICES OF BOOKS, &C. Under this head we call attention to a few works, and shall speak more fully of them hereafter. Boyd's Rhetoric. — Published by Harper & Brothers, New York. — This work was forwarded to us some time since by the publishers. It has been adopted asa Text-Book in our Institution, and havingused it, we can cheerfully recommend it to Teachers as one of the best works on the subject. Mitchell's Outline Maps. — ^Published by J. H. Mather & Co., Hartford. — We can most heartily recommend these to Teachers, as an invaluable aid in teaching Geography. The set consists of 80 squares. The Maps may be had singly or in sets, for 50 cents per square, of Mr. M. F. Cowdery, of this place, who is Agent for the sale of them on the Reserve. Bullions' English Grammar. — Published by Pratt, Woodford & Co., New York. — We have received a copy of this, and sundry other works from the publishers, through their Agent, W. H. Smith, of Cleveland. We commend the Grammar to the notice of Teachers and others. Beattie's New Arithmetic — Published by M. 0. Younglove, Cleveland, O. — This work contains much of interest and importance to the Teacher, which can be found in but few of the school books on that subject now in use. Wells' School Grammar. — Published by Allen, Morrell & Ward- well, Andover, Mass. — We commend this work to the notice of Teach- ers: all will hail it as a most valuable addition to the works we have on that subject. The Normal Chart op Elementary Sounds. — Prepared by D. P. Page, Principal of N. Y. State Normal School, and published by li.W. Hall, Syracuse, N.Y. — The publisher has forwarded us a copy of this beautiful Chart, which we consider one of the finest ornaments for the school room, and as useful as it is ornamental. While we can* not subscribe to every opinion it contains, we commend it to Teachers. For sale by M. C. Younglove ; price $2. Young's Civil Government. — Published by M. C. Younglove. — This is an excellent work, and one which was much needed. We would like to see it used in every district and high school in Ohio. Geauga County Teachers' Institute. The second session of this Institute, held in Chardon, O., in April last, was attended by 200 pupils. The next session of two weeks is to commence on the 27ih of October next. Western Reserve Teachers' Seminary. The Fall term of this Institution will commence on Wednesday, the 29th of July, inst., and continue 11 weeks. YOUNGLOVE'S STEAM POWER PRESS— CLEVELAND. THE OHIO SCHOOL JOURNAL. EDITED BY ASA D. LORD. VOL. I.] KIRTLAND, AUGUST 1, 1846. [NO. 2. THE COMMON SCHOOL SYSTEM OF OHIO. NUMBER II. Ws are well aware that there is among many of our citizens a lack of confidence in the common schools as a meons for furnishing a proper education to all our youth. It has been admitted in a previous article that our system has important defects, defects which mighty and should be immediately remedied. Still we believe that most of the evils complained of by the persons just named, result from error and inefficiency in the adfnbUstrtUion of the system rather than from the system itself; and we would request those who distrust the school sys- tem and doubt the practicability of any plan lor educating the mass of the people, to bear in mind that it appears from the census of 1840, that in New England and New York, with all their Universities^ Col' leges and Academies, amply endowed and generously patronized as they are, twelo&Mrttmihi of aU who attend school are in the common eckool ;— *that in the States farther west, the proportion is still larger, as in Ohio J^ and in Michigan S ; and that it is estimated by the best judges that throughout the Union, S of thoee who are receiving in* eimclion^ depend upon the common echoolfor all the eyetematic instruc- turn they recetoe,— and it cannot be doubted that for years to come, a stmiiar proportion must be thus instructed, or else grow up in igno- rance. Indeed, this doctrine is now settled in the minds ol the most intelligent and observing friends of education in the eastern States, that the common school is the only means by which the great mass of onr youth can be educated. It may be said, that if the common school system were abandoned, people would be better educated than they now are. From this we must entirely dissent, first because the parents of a majority of our youth are unable to educate their children at their own expense*- and second, an equally large proportion would be wnwiUing to ffive them such an education as their own good and the bmt interests oi the State require, even if they had the means in ihe greatest abundance. Again, it may be said that if education is really valuable, it will be sought and obtained, bv those who need it, at any cost ; — ^this also we must deny. When did darkness ever call for light, or ignorance for instruction, or imparity and vice for purity and virtue % We know of no means by which all the youth of the land can be edncatedi bat by the common school system, bjfree schools which shall Ig Ohh 8eh40i Jamnud. Turnish to all, the means of instructicH) as extensive as the wants of the individual and the good of the State require, and as free as the light and air of heaven. If this be true, it becomes every patriot lo S;ive the system his cordial support, to use his best efforts to remedy i»s efects and to improve it both in its frame work and its details, till it shall fully answer the noble end at which it aims. With these views, we feel that the most importint questions for the people of this State to decide as citizens, patriots and philanthropists, are how shall our 700,000 youth be properly educated 1 — (and admitting that they are not so, by the present system), how shall our system be improved, how shall the work of educational reform be commenoed and carried on in such a manner that it shall interest all classes to the proper ex- tent,— that each movement may be made at the proper time and all in proper order, so that there may be no unfavorable reaction in conse- quence of moving too fast or undertaking any reform before the public mind is prepared for it by the steps previously taken ! We regard these as the more important because Ohio has no time to lose in the prosecution of this enterprise, and the whole work may be retarded, two, five, or even ten years by undertaking a single move- ment, while the people, or a majority of them, are unprepared for it, since no measure can be successful unless it have their approbation and support. To those who have given little reflec- tion to this subject, the questions above stated may seem unim- portant or of easy solution. But to those who have watched the pro- gress of educational reform in the several States of the Union for the last 20 years, — who understand the difference between an arbitrary government like thai of Prussia, (where the mandate of the king may compel the attendance of every child in the land), and our own free government, where public sentiment is omnipotent, and no important movement can be successful unless it be popular, — and especially to those who have observed in what order the reforms have been under* taken in other States, and the disastrous consequences of attempting them in a wrong order of consecution, they will appear to be questions of no little importance. Having studied the subject with some care, we venture to propose what seems to us, THE OADSR IN WHICH THE MEASURES OF REFORM SHOULD BE UNDER- TAKEN. 1. Imprwe and elevate Teachers. More is depending on thera than on any other class of persons connected with the school system ; indeed nothing can be done without TeDchers competent to some con- siderable extent for the discharge of their duties. Let their education be secured partly if need be, at the public expense ; it will be a most profitable investment of the public fund. In doing this, operate on as large a number as possible ; better do this than expend more on a fa- vored few ; this is in accordance with the spirit of the school system and the genius of our government. For the purpose of benefitting to some extent the greatest possible number, there is probably no agency which would be so successful as Teachers' Institntes, hekl in every- Sek^l Sjfgim qf Okh. oottoty in the State. In connexion with the improTement of Teach- ers, diffuse intelligence on the subject of education, am(Hig all dasaes of the cocnmunity. Send educational books, tracts and papers intoev^- ery town, district and family in the State ; let them be read at every fireside, and let others read them aloud to those who cannot read them- selves. 2. Secure a thorough supervision of all the schools. For this puN pose, probably no plan is better than that adopted by New York and Vermont, and so strongly and ably advocated by our own State Super* intendent, — the appointment of County Superintendents, whose whole time shall be devoted to the work. This will exert an untold influence for good on the character of the schools ; — will do what nothing else can do toward securing un^ormi* ty in the mode of instruction, — will go far toward securing a regular attendance of pupils, by creating in them a love of study, of system and order, and awakening in the minds of parents an interest in the schools, and thus securing their influence and authority, (if needed), in favor of the constant attendance of their children. In connexion virith their labors and those of competent Teachers, we may expect,— to see neat and tasteful school houses taking the place of thoee ansight* \y edifices which now bear the name, — to see them furnished with am- ple play-grounds, ornamented with trees and shrubbery, — ^to find their internal arrangement comfortable and commodious, and the school- ro.mi8 suppliedwith libraries and apparatus, and every thing needed to render them suitable places for the instruction of the youth Who are to assemble there to be moulded in mind and manners, to imbibe their principles and form their characters; — and to find the school-house a place of frequent and desirable resort for the parents and guardians whose choicest jewels are there to receive that fashion and polish on which their success in life and their eternal destiny so entirely de- pends. 3. Provide for the payment of those eqiployed in conducUng or su^ perintending the work of education. First of Teachers. Nothing can be more short-sighted than to expect, when the demand for talents and attainments is so great in every department of productive labor or honorable employment, that men of character and abilities can be in- duced to enter the employment, or that the services of competent and faithful teachers can be retained without suitable reward. Though the work of education be the noblest in which man can engage,— one in lirhlch angels might delight and feel honored to labor, still it must be remembered that men cannot subsist on air or eat angels' food. The Teacher muafl he properly compensated^ must receive a liberal support, not as a gift for which he is laid under obligations to his em- ployers, but as his just due, — bis richly earned wages. He should be so generously supported as to remove from him entirely the perplexi- tien of poverty while he lives and labors, and the fear of indigence and beggary for the family he may leave as he descends to that pre- mature grave which the faithful, devoted Teacher will most assuredly fill. "xMw i9dM(H wWumttn^ Seeood — tko$e employed io superintend ike work of puEKe instrue'- Hon should be amply remunerated. The compensation should be such as to oommuid the highest abilities, charaeter and attainments, not so scanty and so grudgingly paid as to drive from the employment every thing but driveikiog ignorance and inefficiency or stupid indifference. No officers in the Stale hold a more responsible station, none can con -^ for a greater or mpre lasting benefit, in a pecuniary, social or moral point of view, than those who intelligently and faithfully perform their duties as the momsters of educoHon, [for the OHIO SCHOOL JOURXAL.] UNIVERSAL EDUCATION. NUMBER II. Questions relating to institutions of learning and the progress of science have, from an early period in our country, received some de- gree of attention. Much has been attempted and much accomplished iii aceumuioHng knowledge and providing ampie facilities for the few who delight in a noble culture and elevated intellectual enjoyments. But a question much more grave and deep-reaching has not been suffi- ciently considered. I^all knowledge he generally diffitsed ? Shall EDUCATION BECOME UNIVERSAL ? It has, indeed, for a long time been the policy of some States in our country to maintain the obligation and necessity of providing the means of instruction for every child in the land. For two centuries it has been the steady and governing principle in New England that it il the right and duty of the State to furnish means for the in-^ structionr of all the youth *' in the elements of learning, morals and religion." The first eminent law-giver of Pennsylvania incor,. orated a similar {rinciple with the frame of government prepared for that province in* 683. " Men of wisdom and virtue," says the article, **'are requisite* to preserve a good constitution, and these qualities do not descend by worldly inheritance, but are to be carefi>Uy propagated by a virtuous education of youth." The sages who framed our present constitution repeatedly asserted that wisdom and virtue in the mass of the people were essential to its perpetuity. The modern legislation of almost every State in the Vaion has recognised the same principle. And yet in no State, and in neot considerable community in our country, have the benefits of ele- mentary education been universal Like the idea of universal en- franchisement, the principle seems to make but sk)w progress in sub- jecting the world to its sway. Perhaps, at the pvesent time, in our own country, with all our increased facilities, in view of the entire pooolatiott of the country, there is a lower per cent.^ of real in- tellectual and moral development than existed ten years ago. With these facts fully beiore us, we turn with earnest solicitude to* fkm^mal fMttrntijtni Hiiftory and experience for amuraooee thai plane for the umvereel ^1^ vatioa of jnan are not altogether impracticable and visionary. For* ttinately, a few examples, prominent exceptions, it is true» to theonbr nary history of nations, are before «s and before the world for pw <:onjaUaion and encouragement. A few German States have already demonstrated the practicability of making the day-laborer everywhere an intelligent, virtuous citizen, a maa of taae and skill, though loiling l!y propagated by a virtuous- education of youth." The sages who framed our present constitution repeatedly asserted that wisdom and virtue in the mass of the people were essential to its perpetuity. The modern legislation of almost every State in the VMon has recognised the same principle. And yet in no State, and in wy considerable community in our country, have the benefits of ele- mentary education been universal Like the idea of universal en- franchisement, the principle seems to make but slow progress in sub- jecting the world to its sway. Perhaps, at the present time, in our own country, with all our increased facilities, in view of the entire population of the country, there is a lower per cent, of real in- teliect«al and moral develcmment than existed ten years aso. — With these facts fully betbre us, we turn with earnest solicitude to* {Mo^thU Behicaiim. ihifllory and experience for assurances tkat plans for the universal ^^ vation of «ian are not altogether impracticable and visionary. For- tunately, a few examples, prominent exceptions, it is true, to tbeonti^ nary history of nations, are before «» and before the world for ouv <:onseJation aud encouragement* A fisw German States have already demonstrated the practicability of making the day-lalxMrer everywhere an intelligent, virtuous citizen, a man of tame and skill, though loiliQg o, for every ten years, even in large schools. The cases of the most perfect, youth- ful health that 1 have ever known, have been in those children who have attended an annual school for years, with scarcely the loss of one day in the year. 6. PARENTS SHOULD SHOW A LIVELY INTEREST IN ALL THAT COX- 0ERN8 THE SCHOOL. When your children return to their homes, ascertain first that they have been to school, and in proper time. Question them of their con- duct, and of the manner in which they have acquitted themselves in their studies. Have they been obedient and respectful to their teach- er,— kind and friendly towards their associates, — ^and industrious at their work ? Press the importance of these things constantly on their memories and hearts ; let not a day pass — sit not down to a meal with them, without going over the whole ground. This is the way in which children's hearts are kept in the right, and right habits and correct principles permanently established. Do this constantly, systematical- ly and wisely, and you will never be troubled with complaints origina- ting in the school- room. Take an active interest in their studies, — in all their studies. Take them by the hand, and treaa the path of knowledge and research with them. You may say, "that your own education has not qualified you for this undertaking." Then, you can qualify yourself, now, in a measure, by this course. The very undertaking will qualify you in a good degree. Many a parent has been beneficially and delightfully instructed by his own children, in this manner — his own stock of use- ful 'knowledge increased, and his children immeasurably benefitted. What can present a more delightful and gratifying picture, than a family seated around the evening fireside, reviewing their acts, and SiaUaiics. 15 the evoDts of the past day, and thus mutually preparing each other for future action and usefulness. 7. PARENTS SHOULD SUPPLY THBIR CHILDREN WITH ALL NEEDFUL BOOKS. Parents are prone to be remiss, and even niggard, in regard to this thing. Not, that you are always to comply, without inquiry, with the whims and too often changing plans of teachers and book-pub- lishers. There has been, undoubtedly, much abuse on this score, — unnecessary changes and too frequent calls for new text-books, touch- ing the best interests of the scholars, ]\uU then, their advancement at school necessarily implies a change of books, and new books im- part a new interest to their studies, and give a new spur to their la- bors. Parents often ungrudgingly incur a free expense to fill, and adorn their bodies, while they stintingly withhold that which is ne- oeasary to furnish their minds. STATISTICS. It is our purpose frequently to present important facts and :tatistics on the subject of education, in all its bearings, and thus to furnish Teachers and other; with the strongest and most convincing argu- ments in favor of general education. We wish it to be distinctly un- derstood that there are the most satisfactory reasons for believing that there are now in the Union one mllion of free white persons over 20 years of age unable to read and write, — that at least one-fifth of these, or 200,000, are voters ! Of this number there are in Ohio by the estimate of the Secretary of State, 40 or 50,000, 12,000 of whom are voters, — and besides these, there are in this State 150,000 children ond youth between 4 and 21 years old, entirely illiterate, one-fifth of whom, or 30,000, will in 16 years at most be entitled to all the rights of freemen, and thus is the army of ignorance to be increased rather than diminished. We would not be understood to charge ignorance as a crime in all cases. There have been, there may now be, those who by unavoida- ble circumstances have been prevented from enjoying the means of mental improvement. Against such we would be the last to charge ignorance as a crime. But against those who have grown up in later and more favcred times, who have wilfully neglected the privileges they might freely have enjoyed, we have not words to express our indignation ; we must, at least, regard them as recreant to the highest duties which can be im- posed on them as citizens, — ^to prepare themselves to discharge intplli- gently those important duties, and thus to become an honor, instead of a aisgrace, to the community and the state. 16 Ohio School Journal NOTICES OF BOOKS, «&C. Under this head we call attention to a few works, and shall speak more fully of them hereafter. Boyd's Rhetoric. — Published by Harper & Brothers, New York. — This work was forwarded to us some time since by the publishers. It has been adopted as a Text-Book in our Institution, and having used it, we can cheerfully recommend it to Teachers as one of the best works on the subject. Mitchell's Outline Maps. — Published by J. H. Mather & Co., Hartford. — We can most heartily recommend these to Teachers, as an invaluable aid in teaching Geography. The set consists of 30 squares. The Maps may be had singly or in sets, for 50 cents per square, of Mr. M. F. Cowdery, of this place, who is Agent for the sale of them on the Reserve. Bullions' English Grammar.^ — Published by Pratt, Woodford & Co., New York. — We have received a copy of this, and sundry other works from the publishera, through their Agent, W. H. Smith, of Cleveland. We commend the Grammar to the notice of Teachers and others. Beattie's New Arithmetic. — Published by M. O. Younglove, Clev( land, O. — This work contains much of interest and importance to the Teacher, which can be found in but few of the school books on that subject now in use. Wells' School Grammar. — Published by Allen, Morrell dc Ward- well, Andover, Mass. — We commend this work to the notice of Teach- ers: all will hail it as a most valuable addition to the works we have on that subject. The Normal Chart of Elementary Sounds. — Prepared by D. P. Page, Principal of N. Y. State Normal School, and published by li.W. Hall, Syracuse, N.Y. — The publisher has forwarded us a copy of this beautiful Chart, which we consider one of the finest ornaments for the school room, and as useful as it is ornamental. While we can- not subscribe to every opinion it contains, we commend it to Teachers. For sale by M. C. Younglove ; price $2. Young's Civil Government. — Published by M. C. Younglove. — This is an excellent work, and one which was much needed. We would like to see it used in every district and high school in Ohio. Geauga County Teachers' Institute. The second session of this Institute, held in Chardon, O., in April last) was attended by 200 pupils. The next session of two weeks is to commence on the 27th of October next. Western Reserve Teachers' Seminary. The Fall term of thb Institution will commence on Wednesday, the 29th of July, inst., and continue 11 weeks. YOUNGLOVE'S STEAM POWER PRESS— CLEVELAND. THE OHIO SCHOOL JOURNAL. EDITED BY ASA D. LORD. VOL. I.] KIRTLAND, AUGUST 1, 1846. [NO. 2. THE COMMON SCHOOL SYSTEM OF OHIO. NUMBER II. Ws are well aware that there Is among many of our ciuasens a lack of coafideoce in the common schools as a means for furnishing a proper education to all our youth« It has been admitted in a previous article that our system has important defects, defects which might, and should bo immediately remedied. Still we believe that most of the evils complained of by the persons just named, result from error and ineffisiency in the administratian of the system rather than from the eystem itself; and we would request those who distrust the school sys- tem and doubt the practicability of any plan ior educating the mass oTthe people, to bear in muid that it appears from the census of 1S40, that in New England and New York, with all their Universities^ Col- leges and Academies, amply endowed and generously patronized as they are, twehe^hirteenihs of all who attend school are in the common echool ;-^hat in the States &rther west, the proportion is still larger, as in Ohio |^ and in Michigan S; and that it is estimated by the best judges that throughout the Union, « ^ '^^^^ u'Ao are receiving in- tiructiimy depend upon the common school for all the eyatetnatic inatruc- Hon they recem,-*^nd it cannot be doubted that for years to come, a similar proportion must be thus instructed, or else grow up in igno* ranoe. Indeed, this doctrine is now settled in the minds of the moet intelligent and observing friends of education in the eastern States, that ike common school is the only means by which the great mass of our youth can be educated. It may be said, that if the common school system were abandoned, people would be better educated than they now are« From this we must entirely dissent, fir^ because the parents of a majority of our youth are unable to educate their children at their own expense*- and aeoondf an equally large proportion would be tmwiUing to give them such an education as their own good and the b€»t interests of the State require, even if they had the means in the greatest abundance. Again, it may be said that if education is really valuable, it will be sought and obtained, by those who need it, at any cost ; — ^this also we must deny. When did darkness ever call for light, or ignorance for instruction, or imparity and vice for purity and virtue ? We know of no means by which all the youth of the land can be . edncatedi but by the common school system, by free schools which shall 16 OMo Stih^ ImammL farnish to all, the means of instracticn) as extensive as the wonts of the individual and the good of the State require, and as free as the light and air of heaven. If this he true, it becomes every patriot to S;ive the system his cordial support, to use his best efforts to remedy i^s efects and to improve it both in its frame work and its details, till it shall fully answer the noble end at which it aims. With these views, we feel that the most important questions for the people of this State to decide as citizens, patriots and philanthropists, are how shall our 700,000 youth be properly educated ? — (and admitting that they are not so, by the present system), how shall our system be improved, how shall the work of educational reform be commenced and carried on in such a manner that it shall interest all classes to the proper ex- tent,— that each movement may be made at the proper time and all in proper order, so that there may be no unfavorable reaction in oonse* quence of moving too fast or underuking any reform before the public mind is prepared for it by the steps previously taken 1 We regard these as the more important because Ohio has no time to lose in the prosecution of this enterprise, and the whole work may be retarded, two, five, or even ten years by undertaking a single move* ment, while the people, or a majority of them, are unprepared for it, since no measure can be successful unless it have their approbation and support. To those who have given little reflec- tion to this subject, the questions above stated may seem unim* portant or of easy solution. But to those who have watched the pro- gress of educational reform in the several States of the Union for the last 20 years, — who understand the difference between an arbitrary government like thai of Prussia, (where the mandate of the king may compel the attendance of every child in the land), and our own free government, where public sentiment is omnipotent, and no important movement can be successful unless it be popular, — and especially to those who have observed in what order the reforms have been under* taken in other States, and the disastrous consequences of attempting them in a wrong order of consecution, they will appear to be questions of no little importance. Having studied the subject with some care, we venture to propose what seems to us, THE OKDEa IN WHICH THE MEASURES OF REFORM SHOULD BE UNIHBR- TAKEN. 1. Improve and elevate Teackere. More is depending on them than on any other class of persons connected with the school system ; indeed nothing can be done wirhoiit Teachers competent to some ocm* siderable extent for the discharge of their duties. Let their education be secured partly if need be, at the public expense ; it will be a moat profitable investment of the public fund. In doing this, operate on as large a number as possible ; better do this than expend more on a fa* vored few ; this is in accordance with the spirit or the sdiool system and the genius of our government. For the purpose of benefitting to some extent the greatest poesible number, there is probably no agency which would be so successful as Teachers' Institutes, held in every- 8iiml agOm 9f Okio. county in the State. In connexion with the improvement of Teach- ei^ difiiMe intelligence on the sobject of education, among all elaeaee of the Community. Send educational books, tracts and papers into ev- ery town, district and family in the State ; let them be read at every fireside, and let others read them aloud to those who cannot read them- eelree. 2. Secttre a thorough supervision of all the schools. For this pur- pose, probably no plan is better than that adopted by New York and Vermont, and so strongly and ably advocated by our own State Super- intendent,— the appointment of County Superintendents^ whose whole time shall be devoted to the work. This will exert an untold influence for good on the character of the schools ; — ^will do what nothing else can do toward securing unyormi* ty in the mode of instruction, — will go far toward securing a regular attendance of pupils, by creating in them a love of study, of system and order, and awakening in the minds of parents an interest in the schools, and thus securing their influence and authorityy (if needed), in favor of the constant attendance of their children. In connexion with their labors and those of competent Teachers, we may expect, — to see neat and tasteful school houses taking the place of those uneight- ]y edifices which now bear the name, — to see them furnished with am- ple play-grounds, ornamented with trees and shrubbery, — ^to find their internal arrangement comfortable and commodious, and the school- ranns suppliedwith libraries and apparatus, and every thing needed to render them suitable places for the instruction of the youth Who are to assemble there to be moulded in mind and manners, to imbibe their principles and form their characters; — and to find tbe school-house a place of frequent and desirable resort for the parents and guardians whose choicest jewels are there to receive that fashion and polish on which their success in life and their eternal destiny so entirely de- pends. 8. Provide for the payment of those employed in conducting or su* perintending the work of education. First of Teachers. Nothing can be more short-sighted than to expect, when the demand for talenuand attainments is so great in every department of productive labor or honorable employment, that men of character and abilities can be in- duced to enter the employment, or that the services of compet^it and faithful teachers can be retained without suitable reward. Though the work of education be the noblest in which man can engage,— one in ^hich angels might delight and feel honored to labor, still it must be remembered that men cannot subsist on air or eat angels' food. The Teacher must he properly compensated^ must receive a liberal support, not as a gift for which he is laid under obligations to his em- ployers, but a6 his just due, — his richly earned wages. He should be so generously supported as to remove from him entirely the perplezi- tien of poverty while he lives and labors, and the fear of indigence and beggary for the family he may leave as he descends to that pre- mature grave which the faithful, devoted Teacher will most assuredly fiU. 'Omv tkmKH JFovfwtu^ Second — those ea^phifed to superintend the work ef putKe instnte-- Umi should he amply remunerated. The compensation should be such u to commaDd the highest abilities, character and attainments, not so flcanty and so grudgingly paid w to drive from the employment every thing but drivelMng ignorance and inefficiency or stupid indifference. No officers in the Stale hold a more responsible station, none can con- fer a greater or more lasting benefit, in a pecuniary, social or moral point of view, than those who intelligent^ and faithfully perform their duties as the mmstera of edtscmtion. [for the OHIO SCHOOL JOURNAL.] UNIVERSAL EDUCATION. NUMBER II. Questions relating to institutions of learning and the progress of science have, from an early period in our country, received some de- cree of attention. Much has been attempted and much accomplished in accumnlating knowledge and providing ampie facilities for the few who delight in a noble culture and elevated intellectual enjoyments. But a question much more grave and deep-reaching has not been suffi- ciently considered. Shall knowledge he generally dij^edf Shall EDUCATION BECOME UNIVERSAL ? It has, indeed, for a long time been the policy of some States in our country to maintain the obligation and necessity of providing the means of instruction for every child in the land. For two centuries it has beet) the steady and governing principle in New England that it Ib the right and duty of the State to furnish means for the in-^ structioD of all the youth ^' in the elements of learning, morals and religion.'^ The first eminent law-giver of Pennsylvania incorporated a similar principle with the frame of government prepared for that province in* 1682. " Men of wisdom and virtue," says the article, ***are requisite- to preserve a good constitution, and these qualities do not descend by worldly inheritance, but are to be carefully propagated by a virtuous- education of youth." The sages who framed our present constitution repeatedly asserted that wisdom and virtue in the mass of the people were essential to its perpetuity. The modern legislation of almost every State in the Vftion has recognised the same principle. And yet in no State, and in my considerable community in our country, have the benefits of ele- mentary education been universal Like the idea of universal en- franchisement, the principle seems to make but slow progress in sub- jecting the world to its sway. Perhaps, at the present time, in our own country, with all our increased facilities, in view of the entire population of the country, there is a lower per cent, of real in- tellectual and moral development than existed ten years aso. With these facts fully before us, we turn with earnest solicitude to* ihiftory and experience for aseuranoea tkat plans for tbe uni^rial^l^ vation of etnent by dollars and cents. We grant, the multi- plication and frequent change of school-books are a great and sore evil, — but this at least is not the fauh of the instructor ; and no good can possibly come of dis- puting a question with him, which in reality, has been settled already by the school commitie« 6. Parents should see that their children are decently clothed, and cleanly in their persons. This duty belongs mainly to the mother,— and her cha- racter may very readily be seen, as reflected in the persons of her children. The leacher has a right to expect of the parents a faithful performance of this duty. He ought not to be insulted with fUthiness, and surely he need not, so long as soft water falls in rich abundance from the heavens, — and a pair of scissors and a comb are po.'«s8sed by every family. He can have no heart to come in contact with pupils, who are sometimes so sadly neglected in this particular. This point however is so obvious, that we neute the amount of idle habits of study, having their foundations in that indifference to education, which, for some trifling errand amounting, perhaps, to the value of a dime— oftener, however, to less than a cent, permits the child to be away from his class, and thus practically teaches him to consider his school as a very cheap affair. Every school, if the teacher would lay out his strength to advan- tage, should, to a considerable extent, be classified. His mind, as far Mutual Duties of Parents ami Teachers, 45' as practicable, must act upon masses of mind. But irregularity of attendance is most ruinous to classification « A. scholar, by being ab- sent one half the time, it may be demonstrated, is, to all the iaient» and purposes of the school, absent all the time* One day he is absent, and of course, loses all that day's lessons ; the next day he is present, but is still deficient in his lessons, because, as he says to his teacher, ** [ was absent yesterday, and not knowing where to study, I have not studied at all !" Again he is absent — again he is present ; the same result follows, and at the week's end he has learned nothing a» It should be learned. Such is the effect upon the pupi7 himself. But the difficulty is not now half told. He is a member of the school — the teacher must consider him such ; and as the parenis of meh pupils often make fair promises for the future, the teacher feels bounds if possible, to keep him along with his class. To effect this, the class must be of\en yut hack on his account, which operates as a severe discouragement to them. Sometimes the instructor is obliged to devote particular attention to this scholar singly, by which the other pupils are robbed of the proportion of his time which is their due, and they are obliged to sufier an injury the most of all unpleasant, — for when scholars, who are always at their post, have learned their les^ sons well, it is cruel in the last degree, that they should be deprived of the pleasure of showing their faith fulness^— the pleasure of a good iBcitation. Nor is this all. The teacher— the unthought of teacher is not made of iron or brass. His patience being so frequently, so thought-' lessly, and so unnecessarily taxed, and his best efforts being so iil re- quited, he may — unless he is superhuman, he certainly must — rela^^ hi« exertions. He will find it next to impossible for a series of weeks or months, after having labored faithfully without success, to maintain his interest and efficiency under all the discouraging circumstances of the case. As soon as his spirits flag, the whole school will impercep- tibly catch the feeling, and they all are the sufferers. This is not an extreme case ; it is not a fancy picture ; it is not speculation. It rs History ! and I am sorry to be obliged to add, it is the exact history of most of our public schools f Can any wonder, then, that we should earnestly urge, that parents should co-operate with the teacher in this particular ? And shall it ever be, that for some irifling *♦ errand,^* — (we have of\en wished the word were "expunged" from our language,) which, by early rising, might as well be done long before school hours ; or for some pretext originating in the imbecility or lack of forethought of our children's Mutunil guardiano must U ever he^ that the teacher's life shall be a life of perplexity, and the design of our public school system be so far frustrated f What has been said of irregular attendance will apply with equal force to want of punctuality to the hour of opening the school. The reasons for taroinefls, if possible, are often more futile than those for entire absence. The effects upon the school are nearly the same ; for the current proverb, " better late than never," will hardly hold in this 46 Ohio School Journal. case. But the effects of tardiness are most disastrous upon the child. He is allowed to be his ovon teacher of a roost deleterious lesson. Let it never be forgotten, it is just as easy to he strictly punctual b.s other- wise ; and the parent, who will not lay the foundation of a habit so valuable in a child, when it can be done without cost, deserves not the privilege of being a parent f He betrays his trust ; he injures his own child ! 6. Parents should he slow in condemning the teacher for supposed faults. This is a point on which many are very apt to act wrong. Too oiteo is it thecasejthat a teacher is tried, condemned and ;m&/tcZy executed, without even a hearing. Some troublesome, precocious youth, who has, it may be very justly, re- ceived some proportionate reward for his dark deeds, determines on revenge. He im- mediately tells bis story to any who will hear it. If his parents are inconsiderate, and encourage him to go on, he is tempted to overreach the truth on the one hand, and to stop ^ort of it on the other, till he succeeds in having the combustible mate- rials around him lighted into a flame. Such a fire is seldom kindled without mostse- verely scathing somebody ; and it sometimes happens, that those most burned, are they who apply the match and fiin the flame. The truth is, few parents are capable of judging at the first blush upon the merits of a case, which they have not witnessed. They have strong partialities in iavor of the complainant ; and then they have but very inadequate views of the difliculties» 'the untold and untellable difficulties, with which the teacher must daily contend. We undertake to say, that parents often expect more of a teacher, than he can possibly accomplish. They expect him to advance their children in learning, with- out making the proper allowance for the difference of abilities which his pupils por- sesB. Every parent wishes his son to be foremost in improvement, and he expects it, because he wishes it. At the same time he expects the school to be a perfect pat- tern of good order, because in his family, where, perhaps, he has but one child, he has never known any insurmountable outrage. He forgets, that probably fifty other parents are expecting for their children, as much as he for his, — and that the teacher is laboring in laudable ambition to do faithfully, all that can be expected of him, with some three or four scores of individuals, whooe tempers and capacities and habits are as different as their countenances. In judging of the teachers government, the parent commonly compares it with his own family discipline, — because the family is the only community with which he is acquainted, at all analogous to the school. He forgets, perhaps, his own recent fit of impatience, even among his little circle of some half a dozen ; and wonders at the unrestrained and unrestrainable temper of the schoolmaster, who, it is said, was not quite self-possessed in his school of a hundred. But the analogy does not hold between the family and the school. The parent has authority in the premises, from which, to all intents, there is no appeal ; and his children know it. He has several rooms at his command for solitary confinement, or for solitary reproof and reasoning. He has sole command of the " st<^ of life " in his community, which he can deal out in measured quantities, with water, to be taken alone, or he can withhold it altogether till submission is quietly yielded ! — Moreover, he has the advantage of knowing perfectly, the disposition of each subject of his authority, and may always proceed advisedly in the adaptation of his disci- pline. He has ample leisure for the purpose ; for, if his bonnesB be pressing during the day, he can postpone the whole matter till the calm and silent hour of evening, when, unexcited and undisturbed, he may pursue his steady purpose. With all these advantages it would be strange,if a parent could not govern his own household well, and that, too, toithout much resort to the rod. The parent may well wonder at him- sslfj if he have nbt good discipline. But the case is not thus with the teacher. His authority in these latter daya, is somewhat questionable. He usually has but one room for his use, and that one often too small even for the pursuit of the more quiet duties of the school. He has no prison,— and if he had, he has no authority to confhir beyond his usual school hours. Mutual Duties of Parents amd Teachers. 47 H« has no " bread and water'* to diBpense or to withhold. He cannot, nnleaa hia discemmeDt ia sapematoral, have a perfect knowledge of the disposition of each pu- pil, and hence he is, from the nature of the case, liable to miqudgment in the adapta- tion of his means. He has no leisure. He must work all the time ; for his reputation depends upon his success in teaching. He •« expected to advance each pupil daily. He has not the time to adjust all his measures by deliberate reflection. He cannot always put off the case. His community probably may need the immediate check his punishment will give, — and if he should neglect to work the pump, the ridp would probably sink, and bury him and his in the waves of insufierable con- fusion. Consider well the life of the teacher. He must apply himself constantly, and often to numberleas things at the same time. We have been told, I know, that the teacher " should never do bat one thing at the same time." But this is impossible. Two things he must always do at once ; he must govern and inetruet. He never can do the lat- ter without having his mind on the former. It is this double attention which makes hia life a weary one. He might govern with comparative ease, if his duty ended there. The instruction would be delightfid, if that could be pursued alone. But they must go together. With respect to the one, not a mistake must pass unnoticed. Every error in declension or conjugation, in orthography or calculation, in matter or manner, must be detected and set right ; — and at the same time, the stolen whisper must be heard, the clandestine plaything must be captured, the incipient plot must be discovered, the arch trick must be anticipated, the idler must be watched, the wayward reproved and set right, and the stubborn and the impudent — the coarse and the tur- bulent Aust be subdued. All these things must go together ; they ean- not be separated. Then, in ordinary schools, unforeseen perplexities will arise. One boy has lost his book ; another has lef\ his at home ; another makes a clamorous complaint of some injury done him by his next neighbor ; a fourth is too warm and opens the window ; a fifth is too cold and immediately shuts it, or applies to the teacher for lib- erty to do so. Add to these the perplexities occasioned by late attend- ance and frequent absence to which we have before referred, and ma- ny other things literally <* too numerous to mention^^^ and who can wonder, that the teacher should sometimes be a little in doubt as to the hest mode of proceedure in his discipline ? We name not these things to complain of our lot as a teacher. Thai itfter all is the profession of our choice. But we name them to show why the parent should be stow in condemning the teacher for supposed faults. It seems to us, if parents woold but T^Uety tbey would be exceedingly slow to decide against the instructor without a hearing, " as the manner qf some is." 9. When the teacher is known to be wrong, parents should possess aforgimmg spirit. It is a duty enjoined by the Great Teacher, Uiat we should lots our enemies, and that we should forgive their trespasses as we hope to be forgiven. Bat how imrely is there any such thing as forgiveness for the faults of a teacher. ^ He has done wrong — turn him out,** is the gratuitous decision of almost all who have any cause of complaint against the schoolmaster. Is he their enemy? thsn they shonld forgive. But he is not their enemy. In nine cases out of ten, he has erred in the midst of well-meaning ; he has erred because he was perplexed beyond the sustainiog power of humanity ! Surely then he deserves your com- passion rather than your rebuke. Show to him the kind spirit, give to him the sup- port he needs, second his reproofs, if need be, hispnnishments, give no countenance to the ofEemding and ofiended pupil, no occasion for others to expect yonr sympathy if they offend and find the way of the transgressor is hard, — and you do that for the teacher, which he has a right, as your fellow-citizen and yonr fellow- christian, to expect from you, and that for the school which its best interest demands. We add biU oaa thing nuire. PmrstOs should give to tstKhers their sympathy.^ Ohio Sekool Journal Some paraots, ready to meet and defray the reqaiaite expenaee of their chilJren'a tuition, ready to co-operaie with the teacher in all laudable plans and aims for (he wellare of biapupiU, are still lamentably deficient in this one christian grace and ▼irtue. They seem to have no conception that he has wants like other men, that time with its free use and unfettered enjoyment is also to hJm a blessed commodity; that confinement within the four walls of a schoolroom, month alier month, does not necessarily leave him no tastes beyond. They seem not to realise, that the teacher has nerves that need relaxation, languid pulses to be revived, and wasting strength to be renewed ; and they caa, and not unfrequently do, grudge the limit- ed vacations, which are absolutely necessary to recruit bis crippled energies and exhausted bodv. We repeat it, we claim the sympathy, the spootaneons, gratehil svmpaihy of the parents, sympathy for the perplexiUes> the toils, the nameless tri* all that overtask the mind, unnerve the frame, and wear down the strength of the studious, faithful, devoted teacher. There is something cheering and animating in the cordiality of soul, which it is in tha parent's power to exercise toward the instructor. If they have not the time for the visitation of the school, or the supposed qualifications for the examination of their children in their studies, they certainly have it in their power to do much to make the teacher's life a pleasanter one ; they can give to tiim some tokens of kindly interest in his success, and of a willingness to cheer him along his toilsome way. And let the teacher see that his labors are appreciated, hisduties and difficul- ties properly estimated, his plans coidially acquiesced in and promoted, his acts candidly judged, kiMfauUst (and it will be very wondeiAil after all if he have not many of these), ftiirly considered and heartily overlooked ^ and he wrnld be annn- gratefnl, soulless piece of humanit>, who would not be willing to devote his strength to the last remnant of energy, to requite the confidence, and answer the jus^ expect- ations of those for whom he labors. Let parents give their sympathy and co-operation to the teachers of their child- ren, and the profession would soon be filled with devoted and talented men, who would be willing to Upe and die in their work ; and when from their last pillow they should cast back a lingering look to the scene of their labors, the rosea would am" ply coneetd the sharpett thorns. NOTICES OF BOOKS, &c. Tlielbllowinf books have bean pieaented to us for euminsCica. We bave spate onty to mention their litlea, and tho nanie« of their Authors and Publiahera : — WiLsoir*! HiBToar or thx United 8tatxb. Publiahed by C. Bartlett, Nsw York, 1846. Aai(oi.D*t FiEiT ahp Sbcoitd Ijatiii Book, aitd Latiit Paots Comfosition. D. Appleloa fc Co., New York, 1846. BuixioHi' OaBBK Rbadbs. Pmtt, Woodford & Co., New York, 1846. A New Pbactioal and Tub«bbtical Abithm btic, by H. N. Kobineoa, A. IL Cincinnati': E. Morgan & Co. A Pkactical Qxammak or thx EiroLiaH Laitguagx, by Noble Butlef, A. M. LoulsviUe, Ky. : Morton Jt Griiwold, 1846. BoBintoir'i Thbobbticai. ard Pkaotical Alobbba. Cin«ianatl i J. Ernst, 1846» Turn Rxaobr'i Manual, and Rkadbr'b Guidb. By John Hall. Haitford : Robinn k, Smith. A Uni VBBSAL Kbt to ths scionco of Alubbra. By H. N. Robinson. Cincinnati : £. Morgan Thb Nobxal Tbacheb. By Albert Picket, Sen., and John W. Picket, M. D. LL. D. Cia« cinnati : J. Ernst, 1846. Ooodbioh'i Natioh al Oboob a r h r. Huntington k. SavafSj New York , 184S. Thb Wbstbbn Pbaotioal Abithxbtic, and a Ksr to thb Sakb. By John L. Talbolt. Cin^ cinnati: £. Morgan at Co., 1846. Smith*! First Book in Gboorapht. New York : Paine k. Burgess, 1845. THE OHIO SCHOOL JOURNAL wiU be publishsdmonUUy, andaBsries of six naoibers Issued before the 1st of Januaiy next. TERBCB FOB THE SIX NUMBERS. For sfai^ eopie^ 95 cents ; nine copies. 9^,00 ; 14 copies, #8,00 ; 19 copies, •4,00;95 copies; ^,04>-« discount of 90 per cent, being made where 25 copies or mors are seat to the sane o^ ce. 9*r Mr. H. F. Wilcox, (Agent for Mitchell's Outline Maps), Is authodzed to receive subscrip- tions lor the JoomaL Ic Vl^l%V%«MW^»<»..»<».^«»ns who are acquainted with their employment, and who respect it as an hon- orable calling; not those who resort to it for the sake of compensation alone, or from the want of other employment, but those who delight in it — who prefer it to any other occupation whatever. In order to secure the services of such, they are to see that they are proper- ly paid for their labors, not hired for the smallest possible pit- tance, but rewarded so that they shall feel that their services are val- ued— that something, aye, much is expected from them. It is the poorest policy imaginable, to cheapen a competent laborer in any em- ployment. Nothing has a more unfavorable effect upon the spirit and the energies of an individual, than the conviction that his services are lightly esteemed. What should we think of the man who should ex- pect to employ a West or a Reynolds to paint his portrait for twenty- five cents, or of the Congress which should vote to a Chantry or a Powers twenty*five dollars for a statue designed for the Rotunda I 3. It is their duty to superintend all the interests of the schools ; to visit them frequently, if not statedly, so frequently that neitiier teacher nor pupils shall have any reason to expect that a day, much less a week, shall pass without a visit from some one of them. 4. It is theirs to give character and dignity to the schools, — that character which they must possess in order to answer the purposes for which they are intended. L)o any enquire how this may be done f After they have seen that the school-house is prepared for the open- ing of the school, that proper fuel has been provided, and a competent teacher employed ; on the morning appointed for the term to com- mence, instead of allowing the teacher to go unattended to the school- house, let the Directors, together with as many of the parents as can be induced to go, repair with the teacher to the school-room, — at the proper hour let the Chairman of the Board call the school to order, — hder alludine to the appointment of himself and his associates to the office they hold, let him specify the duties incumbent on them, — state that they have employed a teacher,— enumerate theohjectsthey have in view in sustaining a school — the objects at which the pupils who attend should aim — the principles by which it is to be governed— what they expect of the teacher — what of the scholars — that they hold every scholar responsible for good behavior, for the improvement ef his time, not only to the teacher, but to them — \im if any attend School Ezaminers, 61 school for any other purpose than that of improvement, it is their du- ty to see that they reform, or else dismiss them from the school — show them that an act of disrespect to the teacher whom they have employ* ed is a token of disrespect to them^ and to the District who have ap- pointed them, and that so long as the teacher remains in the school by their authority, it will be so regarded. AiW these or similar views have been presented, let the teacher be introduced to the school, (who, if thought proper, may rise in to- ken of respect ;) he may then present such remarks as he deems ap- propriate, to the Directors, parents and pupils ; and af\erward proceed to form the classes and organize the school in the presence of the DiredorOj who should remain during the forenoon session. Some may smile at the formalities here described, and think them nselefls, or at least uncalled for. But a similar course is invariably porsoed in higher bchools and colleges, and it has been frequently adopted at the opening of the public or common schools in many of otir larger villages and cities. What recently appointed President or Professor in any College ever walked unattendea into the chapel at the ringing of the bell, and called on the students to be seated, an- nooncing that he had been appointed their instructor f Would any college officer, who should do it, be received otherwise than with a hiss or a smile of derision f If, then, something of ceremony, or at least of propriety and de- rency is appropriate in higher institutions, why not in the People*s CoUegef Can any doubt that it would do much toward giving charac* ier and dignity to the school-^that it would give respectability to the teacher, aii^ establish his authority on a basis not easily shaken — that it would do much toward restraining that class of scholars who make most of the disturbance in school — ^that it would do more toward pre- venting all the various mischiels common in the school-room than any single thing could do t SCHOOL EXAMINERS. Ut the School Laws the County Examiners are made the judges of the moral and intellectual character of those who propose to teach, — on them therefore more than on any other class of persons, will de- pend the qualifications, both mental and moral, of those who instruct our youth. If they insist on a high standard of qualifications, it will have a direct tendency to elevate the character of all who teach. We would respecf fully suggest to them the importance of requiring in all candidates for the office, in addition to an unexceptionable moral cha- racter, a thorough acquaintance with all the branches they are to teach, and especially with the elementary studies. They should be qualified, not merely to hear recitations in the several studies, but to teach them ; that is, to communicate instruction in them in a system- atic and intelligible manner, even if there were no text books in echool. Too much of thoroughness, in every department of study, ; be required. Olkio School JoumaiL TEACHERS OF COMMON SCHOOLS. As one engaged in the same employment, and feeling a deep inter* est in your success, we would address a word to you. We feel that on the 12,000 persons who will be employed in teaching common schools the coming year, is resting an amount of responsibility, which is seldom properly appreciated. To you will be entrusted, for a longer or shorter period, the formation of the minds and the morals of 692,000 of the youth of Ohio. What they become under your instruction and guardianship, they will, to a considerable extent, remain through life. You therefore have in your hands the formaticm of the characters of those who are soon to constitute the people of this State, to enact as well as obey the lavs, and to give it character at home and abroad. What a momen- tous responsibility then is youis! How important is it, that you be prepared to discharge all your duties before your own consciences, and the higher tribunal of Him who bestowed the capabilities for useful- ness you possess! The tim.: has passed when either ignorance or inefficiency can teach with acceptance, as they never could with success. The only course lor those who intend to teach in any station whatever, is to pre- pare themselves fully for the work, — ^to adopt and firmly fix their principles of action — to obtain and maintain that high moral and in- tellectual character which becomes the employment, and wl.ich if it is not now, will soon be required of all who engage in the profession. The work of moral culture and elevation above named, must be performed in the recesses of your own souls, and should be nothing short of a subjection of all your voluntary powers to the will of Him who gave them, and a dedication of all your energies to the promotion of his glory and the well-being of mankind. As an aid in obtaining that intellectual character so essential to your success, the following, suggestions may be of service to any one who aspires to the high of- fice of Teacher : — 1. He should acquire a thoroughly no wledge of all the branches he expects to teach, and more particularly, of the elementary branches. There is, almost universally, among teachers, a lack of thorough ac- quointance with these branches, and a disposition to pass over them as easily as possible. This, every good teacher, and indeed every sensi- ble man, knows to be entirely wrong. No teacher can be too familiar with the principles of Reading, Orthography, English Grammar,Ger ography, and Arithmetic ;,.and the sooner School Examiners and Di- rectors regard a familiarity with these as an indispensable requisite ia the teacher, the better will it be for our schools. 2. To a knowledge of theso, the teacher should add an acquaintanct» with as many of the sciences, or higher departments of science, as his. circumstances will permit, and this, too, if he aimsni higher than the district school. To all the younger pupils, the teacher is the fountain of knowledge — lo him, rather than to the book, do they look for instruc- tion. Many of the facts of Geometry are far more intelligible and in« Periodicals devoted to Education, 53 structing to young minds, than the first lessons of Arithmetic — many of the facts and incidents of History, than the terms and definitions of Geography. His instructions and illustrations, if well-timed, unlike the o(\-read lessons of their books, have always the charm of novelty, and it if his high privilege to bring forth from his own well-stored mind, lessons of wisdom, which are always eagerly and gratefully received* 3. The teacher should be familiar with some of the excellent works on education and the science of teaching, which have been published in this and other countries. Among these may. be mentioned Palmer's ** Teachers' Manual." ** The School and School-Master," "Abbot's Teacher," " The Teacher Taught," *' Hall's Lectures," "Smith's History of Education," and others named in the third number of the Journal. With such works the teacher cannot be too familiar— he should read and study them before entering upon his duties ; indeed he should no more think of teaching without reading them, than the lawyer would expect to practice before reading Blackstone and Kent, or the physician while a stranger to Bell and Eberle. 4. As, in addition to his standard elementary works, the lawyer has his Reporter and Journal : the physician his Journal, Medical a!nd Surgical ; the Divine bis Repositories and Reviews ; and the artist his record of recent inventions and discoveries ; so the teacher, that he may know what improvements are making in his profession, should be a regular reader ot some of the valuable Educational Periodicals DOW published, a list of which will be found in this number. PERIODICALS DEVOTED TO EDUCATION. When this Journal was commenced, there were in the Union four Periodicals devoted to the promotion of education ; — the '* Common School Journal," edited by Hon. H. Mann, and published semi-month- ly, at Boston, Mass., by Wm. B. Fowle, at $1,00 per annum; —the " N. Y. District School Journal," published monthly in Albany, at fifty cents per annum , — the *' Journal of the Rhode Island Institute of Instruction," edited by Hon. H. Barnard, and published in Provi- dence, at fifty cents per annum ; and the " Teacher's Advocate," pub- lished weekly in Syracuse, N. Y., at $2,00 per annum. Since the first of July, the publication of the following papers, de- voted wholly or m part to the cause of education, has been com* menced. The " Essex County Constellation," published weekly by John S. Foster in Newburyport, Mass., at $1,50 per annum ; — the '' Michigan School Journal," edited by M. M. Baldwin and T. S. My- rick, to be published semi-monthly after the 1st of January, 1847, in Jackson, Mich., at $1,00 per year ; — the " Common School Advo- cate," edited by H. F. Weiit, and published semi-monthly in Indiana- polis, la., at $1,00 per year; and "The Student and Young Tutor,*' edited by J. S. Derman, and puolished monthly in New York, at fifty cents per year. What other papers may have been commenced, which have not been forwarded to us, we have no means of knowing. M OAw Schotl JmrHoL STATISTICS COMPILED FROM Total Kvik BC to total No. OF Students. STATES. tnCol- la Aciide- In JXn. Ities, *». nlM,Jfcc. Commoii Scbcots. Tot4#. Maine, 501,793 13 266 8,477 164,477 173,220 N. Hampshire 284,574 22 433 5,799 83,632 89,864 Massachusetts 737,699 8 769 16,746 160,257 177,772 Rhode Island, 108,830 24 324 3,664 17,355 21,343 Connecticut,.. 309,976 20 832 4,865 65,739 71,436 Vermont. ••• 291,948 21 233 4,113 , 82,817 87,168 New York,, • 2,428,921 1 1,285 34,715 502,867 538,377 New Jersey,.. 373,306 18 443 3,027 52,583 56,058 Pennsylvania, 1,724,033 2 2,034 15,970 179,989 197,993 Delaware,. •• 78,085 26 23 764 6,924 7,711 Maryland. . • • 469,232 15 813 4,178 16,982 21,973 Virginia, • . . • N. Carolina,. 1,239,797 4 1,097 11,083 35,331 47,511 753,419 7 158 4,398 14,937 19,493 S. Carolina,. 594,398 11 168 4,326 12,520 17,014 Georgia,.... j 691,392 9 622 7,878 15,561 24,061 Alabama. ... 590,756 12 152 5,018 16,243 21,413 Mississippi,.. • 375,651 17 454 2,553 8,236 11,243 Louisiana, . . . 352,411 19 98tf 1,995 3,578 6,557 Tennessee, . • 829,210 5 49;^ 5,539 25,090 31,121 Kentucky . . . 779,828 6 1,419 4,906 24,641 30,966 Ohio 1,519,467 3 1,717 4,310 218,609 224,636 Indiana, 685,866 10 322 2,946 48,189 51,457 Illinois, 476,183 14 311 1:967 84,876 37,154 Missouri,.... 383,702 16 495 1,926 16,788 19,209 Arkansas, • • • 97,574 25 300 2,614 2,914 Michigan, • • . DU. Columbia 212,267 23 158 485 29,701 80,844 43,712 27 224 1,389 851 2,464 Total, 37 .16,934,032 16,228 163,347 1,840,88212,020,462 A considerable portion of the table above is copied from one given in the Report of Hon. H. Barnard. We commend the facts it pre- sents to the careful study and consideration of teachers, and of all in- terested in the cause of education. From this, it may be readily seen how important to the State are its Common Schools. No matter how thorough and efficient the course of instruction may be in the eighteen Colleges and Universities of the State; they educate only (me in one hmdred and thirty of those attending schocrt. Nor does it matter how high may be the character of the seventy-three Academies and Grammar Schools which we boast ; they instruct only ome in fifty* three of those receiving instruction, leaving thirty-six thirty-sevenths of the whole number dependent entirely on the Common School. The Teacher's BUssUm. S& THE CENSUS OF 1840. STATES. Pntk popHati iomImm Maine, • • • • • New Hampshire, . . • . Massachusetts, Rhode Island, .•••••• Connecticut^ .••••.•• Vermont, New York, New Jersey, • • Pennsylvania, .••••• Delaware, . • • • Maryland, Virginia, • • North Carolina, South Carolina, Georgia, . • Alahuna, • • . • • Mississippi, .•••••.•• Louisiana, • • • • Tennessee, ...•••••. Kentucky, Ohio, Indiana, Illinois, • Missouri,. ••.••••••• Arkansas, Michigan, District of Columbia^ RankoT State ac- cording to No^bi n 8 3 4 6 4 3 4 6 8 10 21 26 «8 34 26 27 33 53 26 25 6 13 12 20 33 7 18 Propor- tlonin CoAnn'ii Sehoola. 1 2 4 7 5 3 6 8 11 12 16 18 25 24 21 20 22 26 10 17 0 14 13 15 23 10 Bank ac- cording to liM of teiTitofy< 10-20 13-14 10-11 4-5 11-12 10-20 14-15 15-16 0-10 8-0 3-4 2-3 3-4 2-3 2-3 3-4 3-4 1-2 4-6 4-5 36-87 15-16 15-16 7-8 8-0 46-47 1-2 Now of In-i liabitonta to tho aquara mile. 17 21 23 26 24 20 0 22 12 25 10 1 8 18 3 10 11 7 14 13 15 16 6 2 5 4 15.8 20.0 08.3 81.2 65.0 28.6 52.7 44.8 30.1 86.8 33.6 10.3 15.7 21.2 11.1 12.8 8.1 7.3 20.7 18.5 38.8 18.5 0.1 6. 1.7 3.5 437,1 to incr'ie llpoai 1S90 to 1840. 13 18 20 15 18 22 23 12 16 11 27 21 24 26 25 10 7 4 8 14 17 0 6 8 5 1 19 [POR THE OHIO SCHOOL JOURNAL.] THE TEACHER'S MISSION. NUMBER I. In taking a comprehensive view of any important mission, several distinct inquiries naturally suggest themselves, as — What is the cha- racter of the power sending it 1 To whom is it sent 1 The nature of the mission t The qualifications necessary to fit a person for it I Applying these points to the Teacher's Mission, we inquire, in the first place. What is the character of the "power sending iit In some trans- atlantic monarchies his permission to teach is a royal gif\, and in a large portion of our own country, similar permission, with various re- strictions and modifications, is granted by agents in whom is vested 66 Ohio School JmmdL the proper legal authority. His commission thus receives the sanc- tion of the powers that be. This is well — human governments «Ao«7i< ever foster and guard the best interests of the people, — how far soever most of them have fallen short of this their legitimate object, — and their sanction can hardly be more deservedly and righteously added, than to give efficiency and authority to the teacher's mission, by their seal upon his credentials. But the true Teacher claims a higher commission thain that granted by any earthly power or potentate. If impelled to enter this employ- ment from motives of benevolence, from a sincere desire to promote the well-being of his race, he looks abroad and beholdb how much of human vice and suffering is the legitimate fruit of ignorance — how many are literally " perishing for lack of knowledge '^ — and how ?%w there are who are willing to devote themselves heart and hand to the work ; in imagination, he exchanges places with them and feels their wants and woes — he looks around him to see if there is no one to pity — no friendly hand extended for his relief— and then he hears his commission from Him " who spake as never man spake," — " As ye would that men should do to you, do ye also to them likewise." Though this authority bears no external signature or seal — yet it is stamped on the cons what it abstractly is, an oocnpa- tion c€ the highest dignity. EDUCATIONAL DOCUMENTS. Wb have received the " Report on the Public Schools of Rhode Island,*' presented to the Legislature by the Hon. H. BARNARD,Com- mittioner of Public Schools for that State. It is a document of 250 pages, and filled with the most interesting and important iiiiormation. It ahoirs that an educational reform has been commenced and carried OQ in that State in a most philosophical and therefore successful man- ner,— ^a reform which, we think, is without a parallel in the history of schools in this country* The Hon. Iea Mathew, Superintendent of Public Instruction in Michigan, has for^warded us his Annual Report to the Legislature, a document of 150 pages, replete with valuable information. This State has a good achool system, and an efficient Superintendent, who is ar- dently devoted to his work*; and we are rejoiced to learn that a Teach- eis' Institute is to be attended in Jackson county, during the present month. We could wish that a sufficient number might be attended bo that every Teacher in the State might have the benefit of one before commencing his labors for the winter. By the politeness of Nathan Bishop, Esq., Superintendent of the schools of the city, we have received the '^ Reports relating to the Public Schools of Providence, R. I.," a pamphlet of nearly 100 pages, containing, beside the Report, drawings of the Primary, Intermediate, Grammar and High-School Houses, furnished by the excellent school aystam of that city. We would recommend this document to the Di- rectors of schools in all the cities and larger villages of Ohio. We have also received a copy of the School Laws, and the last Annual Report of the Hon. J. Millse, Superintendent of Common Schools in Pennsylvania. For all these, the gentlemen who have kindly forwarded them will aooept our hearty thanks. And we would respectfully solicit similar favors from the Superintendents of other States, and from School Ooounittees in the cities of our own and other States. TEACHERS' INSTITUTES IN OHIO. Wb learn with pleasure that the Teachers of Warren Co. have al- ready held an Institute, which wtts attended by some thirty or more, mud awakened a deep interest in the minds of all connected with it. We trust their example will be followed by a larg^ number of counties 64 akh&k^Immta. in thecentral and southern parts of the State. Let the Teachers hold a session of one or two weeks, if possible, but if not, let them at least hold a Convention, and continue its session two or three days, for the purpose of interchanging views on the subject of education, the modes of teaching and governing, d&c. Let them form a County Teachers' Association, and meet quarterly at least, and monthly if practicable. The Seminary Tbachbjis' Institute, or the Annual Course of Lectures to the Teachers' Class in the Western Reserve Teachers* Seminary, will commence on Tuesday the 6th of October, and con- tinue one week. Teachers in Lake and the adjoining bounties are invited to attend the course, without charge for tuition. The Lace Co. Tbacrers^ Institute will hold a session of one week, commencing on Monday the 19th of Oct. inst., instead of the 21st of Sept., as named in our last. The Trumbull Co. Institute will hold a session of t'AO weeks, commencing on the 27th of October. The Geauga Co. Institute will also be attended during the month of October, and a Teachers' institute will also be attended in Ashtabula Co., early in November next. NOTICES OF BOOKS, &c. Town's Chart op Elemcntarv Sou!jds. Prepared hy Hon. Salem Towx, A, M. Published by Sanborn d& Carter, PorUand, Me., 1846. WiLL4RD*8 Universal History. Second edition. Pobliaiied by A. S. Barnes & Co., New York. v Practical LESsoits m English Grammar, by Rev. Peter Bullions, D. D. New York : Pmtt, Woodford & Co. Ukitersitt Arithmetic. By Charles Da vies, LL. D. New York; A. S. Banes & Co., 1846. Elements OF Drawing & Mensuration, applied to the Mechanic Arts, by Prof. Davies. New York : A. S. Barnes & Co., 1846. OoTLiiiM OF AsmoNOMT. in aseriee of Maps with a Key. Prepared by Rev. H, Mattisen, and soon to be jmhlishdd by Huntington &. Savage, New York. THE OHIO SCHOOL JOURNAL wiU be published monthly, and a series of six anmbera limed before the 1st of January nest. TERMS FOR THE SIX NUMBERS. For linale copies. 35 cents ; nine copies. 9S,00 ; 14 copies, $3,00 ; 19 copies, $4,00 j 35 copies , $5,00— a (Usoouat or 80 per cent being made where 85 copies or mora are sent to the same of. Bee. $^ Mr. H. F. WiLooxy (Agent for BlitcheU'a Outline Maps), ia authorised to receire subeeri^ tkMis tor the Journal. roujTOLorE^a stkam passa^CLErELAJirD. THE OHIO SCHOOL JOURNAL. EDITED BY ASA D. LORD. VOL. IJ KIRTLAND, NOV. 1, 1846- [NO. 5. SCHOOL OFFICERS. . It is well known to the friends of education in this State, that one of the greatest obstacles in the way of efficient Legislative action for the improvement of our school system, is the incompleteness of the reparts made from the several districts to the Department of Common Schools at Columbus. Full reports from every county have not been made in any single year since the adoption of the present school sys- tem. Generally not more than forty-^ve, (or a little more than half,) of the counties, have made anything like a full report, and last year only forty-eight of the eighty counties were fully reported. It is true that the duty of making proper reports devolves on several different classes of officers, but there is nothing in the nature of the case which renders it impossible for each officer concerned to discharge his duty, since all the farms are clearly prescribed in the volume of '* School Laws." We feel conHdent that what is now needed to secure that action on the part of the Legislature, which is necessary to give efficiency to our school system, is afuUesAibition of the present condition of our schools. We would therefore respectfully but earnestly urge upon theatten* tion of District Clerks the importance of making their Annual Re- ports in due form and in due time to the Township Clerks, since, if this is not done, neither the Town Clerk nor the Auditor can commu- ^ nicate the information required by law, to the Secretary of State* And we would suggest that District Clerks may do more than any oth- er persons toward inducing Teachers to keep their Daily and General Register in a proper manner, and to present their Quarterly Reports in the manner required by law. Unless all these things are properly attended to in each and every District, and carefully reported from time to time to the proper offi- cers, the Legislature and the friends of education must forever remain ignorant of the actual working of the school system, a knowledge of which is an indispensable prerequisite for any judicious movement of reform. The friends of common schools are awake m nearly every part of the State, and it is confidently hoped that some important improve- ment of our school system will be eifected during .the coming winter. 66 Ohio 8Ao€i Journal. [for the OHIO SCHOOL JOURNAL.] THE TEACHER»S MISSION. i NUMBER II. Having considered the first two inquiries, we will now proceed to the third : What is the nature of the Teacher^ s Mission 7 It is not that he spend a few weeks in the school-room, pursuing mechanically, a never-varying round of dull duties, in which there is no heart, no soul — a mere burden to be borne for a few dollars stipend, just as any other drudgery is endured for hire, looking forward to the termination as an emancipation "devoutly to be wished." How narrow, how de* grading are such views of this truly noble and ennobling mission. It is not merely to hear recitations, and maintain order in school, though each n»y be accomplished with the most scrupulous accuracy and conscientiousness even. Nor is it to cultivate the intellect alone, however faithfully and successfully his labors may be prosecuted. Nor is it to labor for the proper development and culture of all the faculties, mental^ moral and physical, in the school-room alone, though here, it is true, is the great, but not exclusive field of his labor. Nor lastly, can precept, unakled, accomplish the work. Any one of these falls far short of ibe great object ; all combined do not reach it. We have now conbidered the subject negatively, — we next proceed to do it positively. It is, in the first place, to develop all the faculties of the triple na- ture of the diild, in full, harmonious proportions, as the skillful archi- tect would rear the edifice, that he designed should be a monument of his genius and taste, and the admiration of all beholders : and, as in that, all parts must exactly correspond with each other, and the whole, so must it be in eduoating the child to Income a true man or woinan. A want of symmetry is, and ever has been, a prominent defect in the different systems of education, now existing, or among the r^ cords of the past In the earlier ages, the physical man was considered all important, and education was directed to this object almost exclusive- ,ly ; henoe we find among the Spartans, and still later, to a great de- gree, among the Romans, especially during the first period of their history, that their children were early inured to hardships and sub- jected to a rigorous system of discipline, that they might possess phy- sical frames fitted for any emergency, while their intellectual and mo- ral natures were almost totally neglected. The result would require no prophet to predict ; brute force, brute courage prevailed ; while mind, neglected, was leA to grope in thick darkness, and morals were scarcely known by name. In modern times, the great tendency is to the opposite extreme. In- tellectual education has, to a great extent, covered the whole field, leaving both the morals and the physical frame far in the back ground; henoe, as a consequence, are seen so many expanded and highly cul- tivated minds in dwarfed, enfeebled bodies — utterly unfitted for useful- nasB from the frailners of their sinking tenements ; — so many cut Tie Teacher's Misnan. 67 short in their onward progress, by the giving way of their neglected, shattered constitutions. Others escape this faie to meet one far more to be dreaded ; — their moral natures, disregarded, become, when left to themselves, corrupt and debased, and we have thus presented the heart-sickening spectable of a noble and gifted intellect, degraded to an engine mighty for evil, — surely these are they, " Who labor downwards, through the opposing power Of instinct, reason, and the world against them." Others, again, horror-struck at the abuse of intellectual culture, and not justly appreciating the cause of the deep depravity witnessed, 9eek an antidote in moral education alone, or give the mental facul- ties a rank far subordinate. Here the symmetry and beauty essential lo a complete man is wanting, and that is found only when all the lacuhies are developed in unison. To accomplish this three-fold work naturally and harmoniously, is the mission of the true teacher, — and how noble, how elevated is its character — how worthy of its source. It is to watch over, lead and guide the opening bud of intellect, till, step by step, by a proper mingling of sunshine and showers, it ex- , pands into full bloom, and at length presents the ripened fruit. Here should be no hot-bed work, but a natural, vigorous, and healthy growth, that will fear neither rain nor sunshine, wind nor frost. It is to de- velop and direct the moral powers ; to cultivate a tender conscience, to awaken right feelings, to instill right principles, to foster and en- courage the good and the true, and detect and repress the first buddings of evil ; to aid in forming correct habits, and in subduing those tlmt ore wrong ; to teach him his duty to his Maker and to his fellow men ; in fine, to take the young immortal, and, as far as human means can accomplish it, train him for eternity. It is, by every reasonable means, to promote the development of a healthy, robust, and active physical frame, fit to endure the toil and fatigue, the suffering and sorrows of life, to which all are subject, thus presenting ^^Mens sana in sano cor^ pore,^^ In the second place, he is, on all occasions, by his example, to con- firm his daily precepts in the school, and thus secure the respect, not only of his pupils, but of the community around hinL His mission IS to awaken an interest, or to deepen it if already awakened, and to disseminate correct opinions in relation to real education, — to over- come obstacles, to remove prejudices, to diffuse information, and to strive, by every reasonable means, to elevate the standard and promote the interests of this great and glorious cause. We ha?e now presented, not a full description, but an imperfect oatline of the nature, scope and objects of the Teachei''s Mission* 68 OMo School Joumxd. [From Che Gbmmon Schoor JborneV] Extract from the last annual Report of Hon. Horace Mann, Seerc' tary of the Board of Education in Mass, *' How shall the rising generations be brought under purer moral influences, by way of guaranty and suretyship, that when they be- come men they will surpass their predecessors, both in the soundness of their speculations, and in the rectitude of their practicel Where children born with perfect natures, we rrright expect that they would gradually purify themselves from the vices and corruptions which are now almost forced upon them, by the examples- of (he workL- But the same nature by which the parents sunk into error and sio^ prea^ dapts the children to follow in the course of ancestorial degeneracy. Not nearer to the day of its destruction is the community without knowledge, than a communitiy which relies upon knowledge alone as sufficient to preserve it. According to the present constitution of the human mind, and of the world in which we are placed, knowl- edge is u necessity in the pursuit of happiness ; but moraliiy is a pre- liminary necessity, elder-born and eternal. We can conceive of » state of existence where we could be happy witliout knowledge ; but it is not in the power of any human imagination ta picture to itself » form of life where we could be happy without virtue. How unworthy the sacred office is a teacher, if he incites his pu* pils to efibrt only by displaying before them a brilliant prospect of worldly honors and distfnctions, or the power and pride of wealth, while he neglects to cherish the love or man in their bosoms, or to display before them daily, the evidences of the goodness and wisdon^ of God! I care not how promptly the classes may respond in the school-room, if I hear proianeness or obscenity in the play-ground. I care not how many text books they have mastered, if they have not mastered the passions of jealousy, and strife, and uncharitableness. It is not indispensible to the happiness of children that they should know the length of all the great rivers, or the heighthof ail the moun- tains, upon the globe, but it is indispensable to their happiness that they should love one another, and do as lh«^y would be done unto. A life spent in obscurity, and supported by daily toil, nKiy be full of blessings ; but not worldly honors, however high, or wealth, however boundless, can atone for one dereliction from duty in acquiring them* The charge committed to his care is weak, ignorant, immature, and constitutionally subject to error. Order must be maintained. This the printal law. The superior- ity of the heart ; the superiority of the head j the superiority of th© arm ; this is the order of the means to secure it. The great question is to whom, or to what, is subordination due. It is primarily due to the law — to the law written i»pon the heart, U> the law of God. The teacher is the representative and the interpret- er of the law. He is clothed with power to punish its violations ; but this comprehends only the smallest part of his duty. As far as pos- sible, he is to prevent violations of it, by rectifying that state of mind out of which violations come. Nor is it enough that the law should Ccmman 8ckools—T%e Teacher's ProfusimL 09 - ' I .... ^ ^e obeyed. As far as possible, he is to see that it i^ obeyed from right tnotive& It should never be forgotten that the highest duly of a teacher is, to produce the greatest quantity, and ihe purest quality, of moral action. Fear then, is more to be proscribed from the teacher^s list of mo- tives, than arsenic and henbane from the materia medica of the physi- <:ian ; but the teacher or parent who uses nothing bui fear, commits a far greater error than the pliysiician who uses nothing but poison. Let all wise and good men unite their efforts, so to improve both the mo- ral and the physical health of the community, as gradually and regular- ly to diminish, and finally to supersede, the necessity of either. [From the N. Y. District School Joamal.] OUR COMMON SCHOOLS. '* We are, we think, fully justified in asserting that at no period in our history as a state, have our common schools, collectively consid- ered, been in a more flourishing condition, than at the present time. The various influences which have been brought to bear upon them, during the past five or ten years, and which are now widely and ex- tensively felt, have resulted ia a vastly improved system of intellect- ual and moral culture — a higher ond more enlightened and devoted class of teachers — ^and a deeper and more profound interest on the part of parents and the community generally. It is impossible for a dis- paasiooaie observer, acquainted with the stale of things which existed la these respects but a few years since, to witness the daily exercises of any of these institutions, of the average grade of excellence, throughout the state, without being forcibly struck with the contrast which is exhibited when a comparison is instituted between the pres- ent and the past. The district shool is no longer the repulsive, drea- ry and tedious place of mt^ntal and bodily torture, which has furnish- ed the fertile theme of wit and sarcasm, to so many of the highest ckss of minds. Music and innocent hilarity ; play grounds adorned with the choicest flowers and cultivated with the most assiduous care ; walls ornamented with the most tasteful and attractive drawings, and seats and desks arranged with the utmost regard for the comfort and convenience of the occupant ; kind, attentive and faithful teachers, and cheerful, obedient and happy pupils — now meet the eye on every liaod : and the work of education is everywhere progressing with a power and a success hitherto unknown." When shall we be permitted to make a similar announcement in relation to the Schools of Ohio ? [From the Teacher's Advocate.] THE TEACHER'S PROFESSION. Tbeiub is no profession or pursuit that can exert a more powerful influence upon the formation of public sentiment than the Teacher's, and yet no calling suflers more trom the false views, and oppressive popular opinions of society than this. The Teacher exerts a feeble 70 Ohio School Journal. and limited influence because he has served the public in an isolated manner^ laboring unconscious of his individual worth and usefulness, or the means of improvement by which he is surrounded in his own district, without any organized system to enjoy the sympathies and counsels of others. He enters upon his task under the common sup- position that it is possible for him to render a cheap service while oc- cupying the most important and responsible position within the gift of society — that he must obei/t rather than create public opinion — he considers himself a unit^ as he looks upon ihe many, and tamely sub- mits, until he acquiesces and by his lack of effort to corrtict the evil, admits the justice of the estimation placed upon his services. No one individual can affect the desired change in public sentiment in refer- ence to the Teacher's mission, for man, living within himself, is truly weak ; but let there be union of effort, and the work will be accom- plished. Men accumulate power, become zealous and active by concentrating their efforts — errors are discovered and boldly attacked, however for- tified by popular favor or interwoven with the customs of society — a forming energy goes forth which excites new knd abiding sympathies, to create other sentiments and establish better social relations. A. few years since none cared for the sorrowing slave, nor abhored the sys- tem which held human beings in bondage. What has called attention to this subject and awakened a general interest in his behalf, but the power of associated effort? So with the varied race of human race and society. Associations are formed for almost every object ; men spend their time and money, they toil and make sacrifices to give life and efficacy to their organizations. Would they encourage agricul- ture, or promote science? they are formed into societies. Would they suppress vice and immorality? They organize associations. Who can look upon the success of Temperance Societies and the in- calculable amount of good they have accomplished for the human family, without acknowledging that united effort, guided by wisdom and benevolence can work wonders? Teachers must avail themselves of this principle of association, if they would increase and improve the advantages of their profession. It is true the profession cannot elevate those who enter it ; but the members can and must elevate and dignify the profession or abandon it. To this end high personal qualifications are necessary. No one can be honored in attempting that for which he is totally unqalified. Accurate scholarship, general intelligence, and a penetrating knowl- edge of human nature are truly requisite, and will command respect ; but something more is needed. Teachers must lay aside an illiberal spirit — cease to look upon each other with a jealous eye, and instead of laboring to aggrandize self, aim at magnifying their office. Pub- lic opinion must place a higher estimate upon their profession, and at- tach more importance and consideration to the successful Teacher. This reform will benefit society as much as those engaged in the de- partment of human toil. All should therefore, be interested and aid m bringing it about. Teachers should take hold of the enterprise Modes /(MT iher ImprammMH if Veachers^ f c. 7} and eonoentrate their energies m their own behalf. Shame on the Teacher, whether male^ or female, who does not feel the obligations of 80 great and beneficent a work — who would impose the labor upon a few, and then meanly enjoy its return. But this principle of asso- ciation— ^this labor by which public opinion is to be raised to the stand* ard of truth and justice — ^this all powerful agency for reforming soci- ety, demands that the mass unite all their energies — that Teachers, far and near.should form an alliance and act in concert for their com- mon interest, and for those of the children and youth under their in* struction. The person who refuses this co-operation, truly merits the opprobium and scanty remuneration so long and so shamefully made the ruin of the Teacher's profession. [From Uw Joarnal of Uie Rhod^ Island Institute of Instruction.} SOME OF THE MODES BY WHICH TEACHERS CAN IMPROVE THEMSELVES AND THEIR SCHOOLS THIS WINTER. 1. ^ Thxt can inform themselyes of the requirisments of the laws of the State, and comply promptly and cheerfully therewith. If « Teacher is engaged in a school without having a certificate, the ne^ oessary steps can be taken immediately to obtain one. If a record of the name, age, parents and daily attendance of the scholars has not been kept, it can be begun immediately. 3. They can become members of the county or town associations of Teachers, if any exist, or they can take immediate steps toward forming such an association, and take part in the exercises. 8. They can by previous avangements with the Teachers of other schools, in their towns, and the Directors of their districts, visit each other's schools. No Teacher, however experienced he may be, can go into a school, without seeing something of which he can profitably avail himself. 4. They can make themselves acquainted with the condition and progress of education in our own and other States, by subscribing to ene or more educational periodicals. 5. They can purchase or at least read a few of the best books on edncatton, and especially of that class which relates to improved methods of school instruction and discipline. 6. They can cultivate the acquamtance and secure the co-operatioa of the parents of the children under their care. The earlier a right slate of feeling between parents and teachers can be established,— the earlier the home and the school can be brought into their natural alliance in promoting a common work, the better for both ; and to secure this, teachers must not wait for parents to extend those cour- tesies and attentions, which every parent ought in common civility to show to a stranger, who is at the same time the teacher of their child- ren. They must take the first steps, and in many cases go still farther toward forming a personal acquaintance. They must introduce them- selves la the street, or at their homei^ to the people among whom they 98 OUo Schod Jmumal dwell and for whom they are laboring. A personal interWew-— an in- terchange of views as to the studies of the school, the books to be used, the importance of punctual and regular attendance, the desira- bleness of parental co-operation and visits to the school, and even upon topics of a more general character, will in many cases prevent the growth of prejudice and suspicion in the minds of parents. 7. They can enlist the co-operation of their pupils, both in the go- vernment and instruction of the schools, b^ securing early their con- fidence and affection." [Fkom Um Ewex Co. CkMMtall&tloiL] BOYS, WILL YOU READ THIS? We learn from the New Haven Palladium, that amongst the gra- duates of Yale College, was one whose history presents one of those remarkable instances of perseverance under great discouragements, which are now and then met with at every College, very rarely at- tended by circumstances of such striking interest as the present. The individual referred to. entered the College three years, and is said to have made his way to it, from a distance of above one hundred miles, on foot, and to have entered on his collegiate course with the sum of just three dollars on hand ! He has by his unaided efforts sustained himself to the end of the course, and came off yesterday with distin- guished honor. But what is extraordinary in his case is, that he haa also found time (while many of his more favored comrades have been wasting their precious hours in city amusements, and college inanities,) for cultivating his favorite branch of Electricity and pursuing hia mathematical studies beyond the limits of the prescribed college course. As evidence of his promise in severe science it may be stated that an elaborate paper on the laic of electrical conduction in metalm was published by him in the March number of Dr. Silliman's Journal of Science, which for experimental, mathematical, and logical merit, is surpassed by nothing in that department of science which has over appeared in that work, and which has already elicited from Sir Mi« chael Faraday, the prince of philosophers in Electricity, a compliment of which either of our eminent countrymen, Prof. Morse, or Dr. Hen* ry, might well be proud. Would it not be a good theme for a Com- mencement exercise, to inquire why it is so, that the needy, self-sup^ .ported student, so often carries off the prize of high success, while the lad carefully nurtured at the primary school, and followed through the college course by an affluence of means, wholly fails in the race, or at most attains a ^ble mediocrity ? [From the Student and Young Tutor, Edited by J. S. Dciunan.] QUERIES. How many districts will whitewash and clean the school-house be* fore the winter school commences? How many districts will see that sufficient wood for the winter is Extract from Hon^ H. MannU Report, 78 piled under a shelter, at the school-bouse, before school commenceBt How many Trustees will employ good teachers, that the money of the district may be well expended, and the children's time well em- ployed? How many Teachers will faithfully discharge all the duties devolv- ing upon them, ever be calm and considerate, and never get angry or speak unkindly to any scholar? How many parents will see that their children are regular and punctual at school during the entire term? The children of such parents will be doubly blessed. How many parents and guardians will visit their schools frequently, and thus greatly enhance the value of the teacher's services, and pro- mote the interests of the young? How many parents by example and mild precept will encoi rage their children to study and read when at home, and thus assist them in forming good habits, which will avert many sorrows and give them much happiness through life? How many scholars will be regular and punctual at school, be clean, neat and studious, and obey their parents and teacher, study and read at home, lell the truth, use good words and be kind to their playmates at all times? Citizens — Directors — Teachers — Parents — ^Children and Youth, these things are necessary and should not be neglected. [From the ninth Annual Report of Hon. H. Mann.] SOCIETY INTERESTED IN THE EDUCATION OF EVERY YOUTH What an appalling fact it is to every contemplative mind, that even wars and famines and pestilences, — terrible calamities as they are ac* knowledged to be, — have been welcomed as blessings and mercies be- caose they swept away, by thousands and tens of thousands, the pests which ignorance and guilt had accumulated ! But the efficiency or sufficiency of these comprehensive remedies is daily diminishing. War will never again be waged to disburden the crowded prisons, or to re- liere the weary executioner. The arts of civilization have so multi- plied the harvests of the earth, that a general famine will not again lend its aid, to free the community of its surplus members. Society at large has emerged from that barbarian and semi-barbarian state, where pestilence formerly had its birth, and committed its ravages. These great outlets and sluice-ways, which, in former times, relieved nations of the dregs and refuse of their population, being now closed, whatever want or crime we engender, or suffer to exist, we must live with. If improvidence begets hunger, that hunger will break into our gamers. If animal instincts are suffered to grow into licentious pas- sions, those passions will find their way to our most sacred chambers. We have no armed guard which can save our ware-houses, market- places, and our depositories of silver and gold, from spoliation by the hands of a mob. When the perjured witness or the forsworn jury- man invades the temple of justice, the evil becomes too subtle for the 74 Ohio School Journal. police to seize. It is beyond legislative, or judicial, or executive pow- er, to redeem the sanctuaries of religion from hypocrisy and unchari- tableness. In a word, the freedom of our institutions gives play to all the passions of the human heart. The objects which excite and in- flame those passions abound ; and, as a fact, nearly or quite universal, there is intelligence sufficient to point out some sure way, lawful or unlawful, by which those passions can be gratified. Whatever child- ren, then, we suffer to grow up amongst us, we must live with as men; and our children must be their contemporaries. They are to be our copartners in the relations of life, our equals at the polls, our rulers in legislative halls, the awarders of justice in our courts. However intolerable at home, they cannot be banished to any foreign land ; however worthless, they will not be sent to die in camps or to be slain in battle ; however flagitious, but few of them will be sequestered from society by imprisonment, or doomed to expiate their ofiences with their Jives. THE VALUE OF EDUCATION. From an Addrew before the "American Institute of Insbrttction," BT CAI.TIN E. STOWB, O. D. In every civilized community we observe striking diversities among individuals of the same nation, and even of the same parentage. In uncivilized communities these differences are far less observable. This single fact shows t^at such diverri* ties, however great they may be, are much more the certain effect of education than of any original, constitutional difference made by the Creator. Why is it that in ail the towns of our own country, there are some men uncouth in manner, rough in speech, and brutish in thought, while others are refined in manners, easy in language, and of intelligent and elevated minds 1 Not generaU|r because they were bom different, but because the one class has been educated and the other not. Why is one woman engaging in person, pure in thought, agreeable in manners, an object of affectionate pride to all who know her ; while another, bom with a mental and physical constitution in all respects equal, is disgusting in person, impure in thought, licentious in manners, an object of mingled pity and ab- horrence to all who behold her ? Because the one was reared in the bosom of a pious, pure-minded and virtuous family, the other was cast in eariy life among the very dregs of society, and exposed to all their increasing abominations. Look over the surface of society, and see the immense diversities that exist, and notice how few of them can be traced to constitutional differences, and how many to education, and estmiate if you can, the invaluable importance of a right education in eariy life. In many cases it is all, humanly speaking, that makes one man a benefactor of the human race, and another a drunkard or a thief; all that makes one woman the pride and ornament of society, and another an outcast and a prostitute. Who of ns can say, that if our early education had been like that of thousands of others, we should not now, instead of sitting here in this quiet and respectable assembiy, surrounded with circumstances of comfort and respectability, have been wallowiO£ in debauchery, the degraded inmates of a prison or a broihel? It is true that some break through the restraints of early habit, and become good and great in spite of a vicious or defective education ; and that others, notwith- standing the influence of an education apparently good, become vicious and per* verse. But these examples, especially of the first class, are extremely rare and re- markable exceptions to the general rule ; and where they do occur, there can gen- erally be discovered, on close examination, some hidden cause that has produced the good — some hidden defect that has occasioned the bad result. Who, then, I say again, can estimate the unspeakable value of of a right educa- tion— ^the deplorable evils of a wrong one, since the whole existence of an intelligent. Lotation of School-Houses, T5 conscioos, feeling, immortal soul, for time and for eternity, so essentially depend apoQ it? It 18 trne there are individual divenities of character and capacity, which no ed- mcatioo can equalize or assimilate ; but the whole difference which exists beti»*een dasRes is made by education, and by education it is perpetuated. Wherever there 18 a domineering class and a degraded class, wherever there is an intelligent class and an ignorant class, it ia education and education alone that makes the difference. Reverse all the circumstances of the t^o, and in one generation, the domineering would become the degraded, and the degraded the domineering, the intelligent would become the ignorant, and the ignorant the intelligent class. So for as God is concerned, He faahioneth their wants alike ; and tliere is the same regular dis- tribution and apportionment of talent in the different classes of society, that there is of the sexes. It is rfot the arrangement of God, but the wickedoess of man that has kept, generation after generation, whole classes of human beings in a condition of hopeless barbarism and ignorance. How can we estimate the wickedness of this kind of oppression \ When we see a well developed, vigorous, intelligent young man, or a graceful, accomplished, refined young woman, we involuntarily do them homage as among the noblest of God's works ; and when we extend our view to eternity, and reflect that the spirits which animate those forms and gives them all their interest, will continue to exist and expand, and become more interesting through . all eternity, we are compelled to feel that one such young man, or one such young woman, is worth infinitely more than all the products of the earth besides. Why then, should not every child that is bom into the world, and endowed by his Crea- tor with an immortal spirit, have the opportunity to become such a man or woman t What light has any one human being to prevent, or hinder any other human being from becoming as intelligent, as interesting, as lovely as his nature is capable of be- coming \ What so profitable, so advantageous, so conducive to the prosperity of a community, as a continually increasing number of such men and women, from what- ever class they may spring? and what so profitless, so destructive, as men and wo- men of the opposite character? The necessity of labor creates no necessity for ig- nonnce or degradation. The most industrious States of this Union are also by for, a faonihed fold, the most intelligent, the most refined, the fonhest advanced in eve- rything which constitutes civilization. In point of general intelligence, compare Bfaasachusetts with proud old Virginia, or any part of New England with imperious South Carolina. By the returns of the last census, the amount of ignorance amcn^ the free white men of South Carolina, whose labor is all performed by slaves, is forty- UAA greater than it is among the free white men of Vermont, who cultivate their Anna with their own han